On anxiety and depression.

This cross-sectional study investigated the associations among adaptability to the pandemic, personality, and levels of learning experiences (affective, cognitive, and behavioral) among higher education students required to adapt to an abrupt transition to synchronous online learning due to the global COVID-19 pandemic A sample of 1,217 college students from Israel completed an online questionnaire after transitioning to synchronous online learning during the COVID-19 pandemic Comparisons of reactions to the online condition versus more typical face-to-face learning conditions confirmed that students had pervasive negative reactions to the online condition that became necessary due to the pandemic Moreover, adaptability to the pandemic was associated broadly with more positive reactions across multiple indicators Support was also found for an indirect associations model such that personality traits were associated with specific reactions to online learning via their associations with adaptability Supplemental analyses highlighted the more positive reactions and learning adaptability of students who reported greater feelings of belonging and mattering The current findings attest to the role of adaptability and the significant challenges experienced by college students who experienced changes in their learning and life conditions due to the need to rapidly adjust to the changes and uncertainty brought about by the COVID-19 pandemic (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Adaptability to a sudden transition to online learning during the COVID-19 pandemic: Understanding the challenges for students

This cross-sectional study investigated the associations among adaptability to the pandemic, personality, and levels of learning experiences (affective, cognitive, and behavioral) among higher education students required to adapt to an abrupt transition to synchronous online learning due to the global COVID-19 pandemic A sample of 1,217 college students from Israel completed an online questionnaire after transitioning to synchronous online learning during the COVID-19 pandemic Comparisons of reactions to the online condition versus more typical face-to-face learning conditions confirmed that students had pervasive negative reactions to the online condition that became necessary due to the pandemic Moreover, adaptability to the pandemic was associated broadly with more positive reactions across multiple indicators Support was also found for an indirect associations model such that personality traits were associated with specific reactions to online learning via their associations with adaptability Supplemental analyses highlighted the more positive reactions and learning adaptability of students who reported greater feelings of belonging and mattering The current findings attest to the role of adaptability and the significant challenges experienced by college students who experienced changes in their learning and life conditions due to the need to rapidly adjust to the changes and uncertainty brought about by the COVID-19 pandemic (PsycInfo Database Record (c) 2020 APA, all rights reserved) 

Adaptability to a sudden transition to online learning during the COVID-19 pandemic: Understanding the challenges for students.

Anxiety in education

AIM. This study examined whether teachers' use of fear appeals in the classroom, attempts to motivate students to perform well in high-stakes examinations by highlighting the educational, and/or occupational consequences of failure did indeed motivate students or whether it contributed to an increase in worry, anxiety, and fear of failure. SAMPLE. A total of 132 secondary school students. METHOD. Self-report data were collected for teachers' use of fear appeals, test anxiety, and achievement goals in the context of Mathematics at the end of Years 10 and 11, the final 2 years of compulsory schooling. RESULTS. The frequency with which teachers were reported to make fear appeals was unrelated to future test anxiety and achievement goals. When fear appeals were perceived to be threatening, however, they were related to an increase in the worry and tension components of test anxiety and increases in performance-avoidance and mastery-approach goals. CONCLUSION. Fear appeals appear to have competing positive and negative outcomes, resulting in both anxiety and a fear of failure, and a mastery-approach goal.

Teachers' use of fear appeals in the mathematics classroom: terrifying or motivating students?

BACKGROUND: Previous studies have shown that subjective well-being and adaptability are linked to adaptive educational outcomes, including higher achievement and lower anxiety. It is not presently clear, however, how school-related subjective well-being and adaptability are related, or predict behavioural outcomes such as student conduct. AIM: The aim of the present study was to test a bidirectional model of school-related subjective well-being and adaptability, and how they relate to achievement and behavioural conduct. METHOD: Data were collected from 539 Year 12 students over four waves. Achievement and behavioural conduct were measured in the first wave of data collection (T1 ), school-related subjective well-being and adaptability at the second and third waves (T2 and T3 ), and achievement and behavioural conduct again in the fourth wave of data collection (T4 ). RESULTS: A structural equation model showed that T2 school-related subjective well-being predicted higher T3 adaptability, but not vice versa. T3 school-related subjective well-being predicted greater T4 achievement and positive behavioural conduct, and T3 adaptability predicted greater T4 positive behavioural conduct. CONCLUSION: School-related subjective well-being promotes adaptability, achievement, and positive behavioural conduct, and adaptability is also related to positive behavioural conduct. Attempts to foster well-being and adaptability could show educational gains for students.

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School-related subjective well-being promotes subsequent adaptability, achievement, and positive behavioural conduct.

Academic buoyancy protects achievement against minor academic adversities

Previous studies have shown that test anxiety is related to attention bias. It is not clear, however, whether a congruent test-threat manipulation is required to elicit this bias or whether the bia...

/pdf/attention-bias-in-test-anxiety-the-impact-of-a-test-threat-2dwonirgc2.pdf

Attention Bias in Test Anxiety: The Impact of a Test-threat Congruent Situation, Presentation Time, and Approach-avoidance Temperament

Previous studies have shown that children and adolescents who report high levels of test anxiety also report symptoms of, and meet clinical criteria for, emotion disorders (anxiety and depression). However, the directionality of this relation cannot be established from existing studies: Is high test anxiety predisposing persons at elevated risk for developing emotion disorders or vice versa? In the present study, we addressed this question in a sample of adolescents. In addition to the risk of developing an emotion disorder, based on the Dual Factor Model of Mental Health, we also considered school-related wellbeing. Self-reported data were collected over two waves from 1198 participants, aged 16–19 years, in upper secondary education. Data were analysed using a structural equation model controlling for gender and age. We found reciprocal relations between test anxiety and elevated risk for developing emotion disorders, and between school-related wellbeing and elevated risk for developing emotion disorders. School-related wellbeing was negatively related to subsequent test anxiety but not vice versa. Our findings imply that there would be downstream benefits to improved mental health from using interventions to address test anxiety but also, from addressing emotion disorders, to improve school-related wellbeing and test anxiety.

/pdf/does-test-anxiety-predispose-poor-school-related-wellbeing-5a7ayrn8yw.pdf

Does Test Anxiety Predispose Poor School-Related Wellbeing and Enhanced Risk of Emotional Disorders?

School-related wellbeing, academic buoyancy, and adaptability are valued constructs in their own right, as indicators of student welfare and as predictors of academic achievement. In the present st...

Diahann Gallard

Papers

School-related subjective well-being promotes subsequent adaptability, achievement, and positive behavioural conduct.

Academic buoyancy protects achievement against minor academic adversities

Attention Bias in Test Anxiety: The Impact of a Test-threat Congruent Situation, Presentation Time, and Approach-avoidance Temperament

Does Test Anxiety Predispose Poor School-Related Wellbeing and Enhanced Risk of Emotional Disorders?

A multi-component wellbeing programme for upper secondary students: Effects on wellbeing, buoyancy, and adaptability