What are the modern techniques for examining anxieties in secondary school students?
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| For students with Asperger's Syndrome, however, those aspects of secondary school that most students anticipate with great enthusiasm, such as being in a new and larger environment, having different teachers and increased subject choices, and meeting new people, are sources of great anxiety. | |
| It further revealed that meditation technique reduced the secondary school students’ test anxiety. | |
23 Citations | Our experience suggests that cognitive interventions are useful strategies to help practicum students combat fears and anxieties. |
Open access•Journal Article 4 Citations | Also, sleep and feeding changes or problems can increase anxiety and fear in secondary school students. |
9 Citations | Schoolteachers could reduce anxieties in high‐school students by fostering informed discussion. |
153 Citations | As hypothesised, computer anxieties were inversely related to the quality of prior computer learning experiences, and to the extent of current school support for computer usage. |
12 Citations | The paper shows that these anxieties were dealt with by a number of defensive techniques. |
7 Citations | Students' resistances to learning psychiatry and their difficulties in relating to disturbed patients are both due largely to their own anxieties. |
74 Citations | The findings of the study indicated that there is mathematics anxiety among secondary school students. |
28 Citations | The results underline the importance of paying attention to math anxiety because anxiety about math-related situations seems to be as stable in primary school as it is in secondary school students. |
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What is social anxieties of students?3 answersSocial anxieties of students refer to the feelings of distress and fear experienced by students in social situations. These anxieties can have negative impacts on their academic performance, interpersonal relationships, and overall well-being. Students with social anxiety may experience persistent self-consciousness and a tendency to avoid social interactions and reality. They may face challenges in various settings, such as school, university, and during the COVID-19 pandemic. Socially anxious students may exhibit behaviors like school refusal and may have negative social cognitions. Factors like negative thinking, poor social skills, and physical appearance features can contribute to their difficulties. Effective interventions should address these factors and aim to break the vicious cycle of social anxiety, negative expectations, and negative peer responses..
Social anxieties of students?5 answersSocial anxieties among students can have significant impacts on their academic and social experiences. Students with social anxiety may face functional impairments, interpersonal and academic deficits, and social maladjustment, leading to challenges in their university life. The school environment can be particularly distressing for socially anxious adolescents, as they may encounter situations such as giving presentations, answering questions, making friends, and participating in groups, which can lead to ridicule, exclusion, or victimization. Social anxiety levels can vary among university students based on factors such as family background, leadership experiences, family structure, family education style, and satisfaction with appearance and academic success. Gender differences have also been observed, with females generally scoring higher on social anxiety measures. The COVID-19 pandemic has further exacerbated anxieties among students, highlighting the need to understand the societal structures and relationships that contribute to mental health issues.
What are the most effective interventions for reducing stress in students in secondary education?5 answersPsychoeducational interventions, group counseling, solution-focused brief therapy, and mindfulness-based therapy have been found to be effective interventions for reducing stress in students in secondary education. These interventions have shown positive outcomes in terms of reducing perceived stress, symptoms of anxiety and depression, and improving coping capacity with stressors. Group counseling specifically has been successful in reducing stress symptoms in students. Mindfulness-based therapy has been found to be more effective than solution-focused brief therapy in reducing educational stress. Additionally, cognitive behavioral programs like Study without Stress have been shown to significantly reduce self-reported stress and distress, and increase self-efficacy in final year students. Overall, these interventions provide valuable strategies for managing and reducing stress in students in secondary education.
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