Biofeedback-assisted relaxation training to decrease test anxiety in nursing students.

Science.gov (United States)

Prato, Catherine A; Yucha, Carolyn B

2013-01-01

Nursing students experiencing debilitating test anxiety may be unable to demonstrate their knowledge and have potential for poor academic performance. A biofeedback-assisted relaxation training program was created to reduce test anxiety. Anxiety was measured using Spielberger's Test Anxiety Inventory and monitoring peripheral skin temperature, pulse, and respiration rates during the training. Participants were introduced to diaphragmatic breathing, progressive muscle relaxation, and autogenic training. Statistically significant changes occurred in respiratory rates and skin temperatures during the diaphragmatic breathing session; respiratory rates and peripheral skin temperatures during progressive muscle relaxation session; respiratory and pulse rates, and peripheral skin temperatures during the autogenic sessions. No statistically significant difference was noted between the first and second TAI. Subjective test anxiety scores of the students did not decrease by the end of training. Autogenic training session was most effective in showing a statistically significant change in decreased respiratory and pulse rates and increased peripheral skin temperature.

The presence of mathematics and computer anxiety in nursing students and their effects on medication dosage calculations.

Science.gov (United States)

Glaister, Karen

2007-05-01

To determine if the presence of mathematical and computer anxiety in nursing students affects learning of dosage calculations. The quasi-experimental study compared learning outcomes at differing levels of mathematical and computer anxiety when integrative and computer based learning approaches were used. Participants involved a cohort of second year nursing students (n=97). Mathematical anxiety exists in 20% (n=19) of the student nurse population, and 14% (n=13) experienced mathematical testing anxiety. Those students more anxious about mathematics and the testing of mathematics benefited from integrative learning to develop conditional knowledge (F(4,66)=2.52 at pComputer anxiety was present in 12% (n=11) of participants, with those reporting medium and high levels of computer anxiety performing less well than those with low levels (F(1,81)=3.98 at pmathematical and computer anxiety when planning an educational program to develop competency in dosage calculations.

A randomized control study of psychological intervention to reduce anxiety, amotivation and psychological distress among medical students.

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Saravanan, Coumaravelou; Kingston, Rajiah

2014-05-01

Test anxiety aggravates psychological distress and reduces the motivation among graduate students. This study aimed to identify psychological intervention for test anxiety, which reduces the level of psychological distress, amotivation and increases the intrinsic and extrinsic motivation among medical students. Westside test anxiety scale, Kessler Perceived Stress Scale and Academic Motivation Scale were used to measure test anxiety, psychological distress and motivation on 436 1(st) year medical students. Out of 436 students, 74 students who exhibited moderate to high test anxiety were randomly divided into either experimental or waiting list group. In this true randomized experimental study, 32 participants from the intervention group received five sessions of psychological intervention consist of psychoeducation, relaxation therapy and systematic desensitization. Thirty-three students from waiting list received one session of advice and suggestions. After received psychological intervention participants from the intervention group experienced less anxiety, psychological distress, and amotivation (P < 0.01) and high intrinsic and extrinsic motivation (P < 0.01) in the postassessment compared with their preassessment scores. Overall psychological intervention is effective to reduce anxiety scores and its related variables.

Exercise dependence, social physique anxiety, and social support in experienced and inexperienced bodybuilders and weightlifters

Science.gov (United States)

Hurst, R.; Hale, B.; Smith, D.; Collins, D.

2000-01-01

Objectives—To investigate psychological correlates of exercise dependence in experienced and inexperienced bodybuilders and weightlifters. Secondary objectives included measuring social physique anxiety, bodybuilding identity, and social support among bodybuilders and weightlifters. Methods—Thirty five experienced bodybuilders, 31 inexperienced bodybuilders, and 23 weightlifters completed the bodybuilding dependence scale, a bodybuilding version of the athletic identity measurement scale, the social physique anxiety scale, and an adapted version of the social support survey-clinical form. Results—A between subjects multivariate analysis of variance was calculated on the scores of the three groups of lifters for the four questionnaires. Univariate F tests and follow up tests indicated that experienced bodybuilders scored significantly higher than inexperienced bodybuilders and weightlifters on bodybuilding dependence (pbodybuilding identity (pbodybuilders exhibit more exercise dependence, show greater social support behaviour, and experience less social physique anxiety than inexperienced bodybuilders and weightlifters. Key Words: bodybuilding; exercise dependence; social physical anxiety; social support; athletic identity PMID:11131230

Maladjustment to Academic Life and Employment Anxiety in University Students with Irritable Bowel Syndrome.

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Jun Tayama

Full Text Available The present study tested our hypothesis that university students with irritable bowel syndrome (IBS may experience less satisfactory academic lives than those of students without IBS. We also verified the hypothesis that university students with IBS might have higher employment anxiety than students without IBS might. We conducted a cross-sectional study of 1,686 university students. Presence or absence of IBS was assessed via the Rome III Questionnaire. Two original items were used to evaluate academic life. The prevalence rates of IBS with diarrhea, IBS with constipation, mixed IBS, and unsubtyped IBS in the study population were 5%, 2%, 10%, and 3%, respectively. Regarding academic life, the proportions of participants who experienced maladjustment and employment anxiety were 29% and 50%, respectively. After adjusting for age, sex, and faculty, the odds ratios for maladjustment and employment anxiety were significantly higher in students who screened positively, relative to those who screened negatively, for IBS (OR, 1.62; 95% CI, 1.24-2.21; OR, 2.16; 95% CI, 1.68-2.81, respectively. In conclusion, maladjustment and anxiety over future employment were higher in university students with IBS relative to those without.

Maladjustment to Academic Life and Employment Anxiety in University Students with Irritable Bowel Syndrome.

Science.gov (United States)

Tayama, Jun; Nakaya, Naoki; Hamaguchi, Toyohiro; Saigo, Tatsuo; Takeoka, Atsushi; Sone, Toshimasa; Fukudo, Shin; Shirabe, Susumu

2015-01-01

The present study tested our hypothesis that university students with irritable bowel syndrome (IBS) may experience less satisfactory academic lives than those of students without IBS. We also verified the hypothesis that university students with IBS might have higher employment anxiety than students without IBS might. We conducted a cross-sectional study of 1,686 university students. Presence or absence of IBS was assessed via the Rome III Questionnaire. Two original items were used to evaluate academic life. The prevalence rates of IBS with diarrhea, IBS with constipation, mixed IBS, and unsubtyped IBS in the study population were 5%, 2%, 10%, and 3%, respectively. Regarding academic life, the proportions of participants who experienced maladjustment and employment anxiety were 29% and 50%, respectively. After adjusting for age, sex, and faculty, the odds ratios for maladjustment and employment anxiety were significantly higher in students who screened positively, relative to those who screened negatively, for IBS (OR, 1.62; 95% CI, 1.24-2.21; OR, 2.16; 95% CI, 1.68-2.81, respectively). In conclusion, maladjustment and anxiety over future employment were higher in university students with IBS relative to those without.

Maladjustment to Academic Life and Employment Anxiety in University Students with Irritable Bowel Syndrome

Science.gov (United States)

2015-01-01

The present study tested our hypothesis that university students with irritable bowel syndrome (IBS) may experience less satisfactory academic lives than those of students without IBS. We also verified the hypothesis that university students with IBS might have higher employment anxiety than students without IBS might. We conducted a cross-sectional study of 1,686 university students. Presence or absence of IBS was assessed via the Rome III Questionnaire. Two original items were used to evaluate academic life. The prevalence rates of IBS with diarrhea, IBS with constipation, mixed IBS, and unsubtyped IBS in the study population were 5%, 2%, 10%, and 3%, respectively. Regarding academic life, the proportions of participants who experienced maladjustment and employment anxiety were 29% and 50%, respectively. After adjusting for age, sex, and faculty, the odds ratios for maladjustment and employment anxiety were significantly higher in students who screened positively, relative to those who screened negatively, for IBS (OR, 1.62; 95% CI, 1.24–2.21; OR, 2.16; 95% CI, 1.68–2.81, respectively). In conclusion, maladjustment and anxiety over future employment were higher in university students with IBS relative to those without. PMID:26083662

A randomized control study of psychological intervention to reduce anxiety, amotivation and psychological distress among medical students

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Coumaravelou Saravanan

2014-01-01

Full Text Available Background: Test anxiety aggravates psychological distress and reduces the motivation among graduate students. This study aimed to identify psychological intervention for test anxiety, which reduces the level of psychological distress, amotivation and increases the intrinsic and extrinsic motivation among medical students. Materials and Methods: Westside test anxiety scale, Kessler Perceived Stress Scale and Academic Motivation Scale were used to measure test anxiety, psychological distress and motivation on 436 1 st year medical students. Out of 436 students, 74 students who exhibited moderate to high test anxiety were randomly divided into either experimental or waiting list group. In this true randomized experimental study, 32 participants from the intervention group received five sessions of psychological intervention consist of psychoeducation, relaxation therapy and systematic desensitization. Thirty-three students from waiting list received one session of advice and suggestions. Results: After received psychological intervention participants from the intervention group experienced less anxiety, psychological distress, and amotivation (P < 0.01 and high intrinsic and extrinsic motivation (P < 0.01 in the postassessment compared with their preassessment scores. Conclusion: Overall psychological intervention is effective to reduce anxiety scores and its related variables.

Reflections from teachers and students on speaking anxiety in an EFL classroom

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Akkakoson Songyut

2016-09-01

Full Text Available This paper reports on part of the research project in which instructor perspectives on the role of anxiety in an EFL speaking classroom and anxiety-coping strategies students employ when speaking English have been investigated. The existence of students’ speaking anxiety was revealed via a teacher interview. A total of 88 students from the intact classes also responded to an interview form for an analysis of anxiety-coping strategies they utilised when speaking English in class. The qualitative data from both instruments was analysed using the content analysis. The findings of the teacher interview data put forward that students of this study have experienced speaking-in-class anxiety. This anxiety may influence their grades, to some extent. Three factors that may hinder students’ development of oral skills emerge, including their lack of self-confidence, having poor English background and having neither intrinsic nor extrinsic motivation to use English. Using the target language as the medium of communication in class is viewed by the teachers as a must in theory, but flexibility is allowed in practice. Moreover, the results of the student interview data show a wide range of strategies employed to deal with anxiety (ie social, affective, meta-cognitive, compensatory, cognitive and memory-related strategies. Social strategies are the most frequently-used techniques. Suggestions for improvement in the overall oral English (ie vocabulary focus, audiovisual focus, self-practice, social focus, auditory focus, meta-cognitive focus, compensatory focus and affective focus have also been given by the student participants. An increased repertoire of vocabulary is viewed as the most effective tool for such improvement.

Effect of a mindfulness program on stress, anxiety and depression in university students.

Science.gov (United States)

Gallego, José; Aguilar-Parra, José M; Cangas, Adolfo J; Langer, Álvaro I; Mañas, Israel

2015-01-13

Two of the problems that currently affect a large proportion of university students are high levels of anxiety and stress experienced in different situations, which are particularly high during the first years of their degree and during exam periods. The present study aims to investigate whether mindfulness training can bring about significant changes in the manifestations of depression, anxiety, and stress of students when compared to another group undergoing a physical activity program and a control group. The sample consisted of 125 students from the Bachelor of Education Program. The measuring instrument used was the Abbreviated Scale of Depression, Anxiety and Stress (DASS-21). The results indicate that the effects of reducing the identified variables were higher for the mindfulness group than for the physical education group and for the control group F(2) = 5.91, p = .004, η2 = .106. The total scores for all variables related to the mindfulness group decreased significantly, including an important stress reduction t(29) = 2.95, p = .006, d = .667. Mindfulness exercises and some individual relaxing exercises involving Physical Education could help to reduce manifestations of stress and anxiety caused by exams in students.

Anxiety in veterinary surgical students

DEFF Research Database (Denmark)

Langebæk, Rikke; Eika, Berit; Jensen, Asger Lundorff

2012-01-01

The surgical educational environment is potentially stressful and this can negatively affect students' learning. The aim of this study was to investigate whether veterinary students' level of anxiety is higher in a surgical course than in a non-surgical course and if pre-surgical training...... in a Surgical Skills Lab (SSL) has an anxiety reducing effect. Investigations were carried out as a comparative study and a parallel group study. Potential participants were fourth-year veterinary students who attended a surgical course (Basic Surgical Skills) and a non-surgical course (Clinical Examination...... and 28 students from 2010). Our results show that anxiety levels in veterinary students are significantly higher in a surgical course than in a non-surgical course (p...

Statistics anxiety, state anxiety during an examination, and academic achievement.

Science.gov (United States)

Macher, Daniel; Paechter, Manuela; Papousek, Ilona; Ruggeri, Kai; Freudenthaler, H Harald; Arendasy, Martin

2013-12-01

A large proportion of students identify statistics courses as the most anxiety-inducing courses in their curriculum. Many students feel impaired by feelings of state anxiety in the examination and therefore probably show lower achievements. The study investigates how statistics anxiety, attitudes (e.g., interest, mathematical self-concept) and trait anxiety, as a general disposition to anxiety, influence experiences of anxiety as well as achievement in an examination. Participants were 284 undergraduate psychology students, 225 females and 59 males. Two weeks prior to the examination, participants completed a demographic questionnaire and measures of the STARS, the STAI, self-concept in mathematics, and interest in statistics. At the beginning of the statistics examination, students assessed their present state anxiety by the KUSTA scale. After 25 min, all examination participants gave another assessment of their anxiety at that moment. Students' examination scores were recorded. Structural equation modelling techniques were used to test relationships between the variables in a multivariate context. Statistics anxiety was the only variable related to state anxiety in the examination. Via state anxiety experienced before and during the examination, statistics anxiety had a negative influence on achievement. However, statistics anxiety also had a direct positive influence on achievement. This result may be explained by students' motivational goals in the specific educational setting. The results provide insight into the relationship between students' attitudes, dispositions, experiences of anxiety in the examination, and academic achievement, and give recommendations to instructors on how to support students prior to and in the examination. © 2012 The British Psychological Society.

Insecure attachment and anxiety in student athletes.

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Han, D H; Kim, S M; Zaichkowsky, L

2013-06-01

The main purpose of our research was to examine attachment type and competition anxiety in high school student athletes and general high school students. We recruited 465 student athletes and 543 general students to participate in our study. The Revised Korean version of the Experiences in Close Relationships Scale (K-ECRS) and the Competitive State Anxiety Inventory-2 (CSAI-2) were given to all students. In χ2 tests, athletes showed attachment types in the following order of prevalence: fearful, dismissive, and preoccupied, compared to the fearful, preoccupied, and dismissive order observed in general students. In parametric, independent t-tests, athletes reported significantly higher cognitive anxiety scores, relative to general students. Further, athletes with insecure attachment compared to those with secure attachment reported higher cognitive anxiety scores and self-confidence scores. In both the athletes with insecure attachment and general students with insecure attachment groups, the K-ECRS anxiety subscale was significantly correlated with CSAI-2 total score. In post hoc analysis in the athletes with insecure attachment group, the K-ECRS anxiety subscale was also significantly correlated with the CSAI-2 cognitive anxiety subscale. These results suggest that anxious athletes with an insecure attachment style tend to exaggerate threats from both external and internal sources, which negatively affect their performances.

Understanding the relationship between social anxiety and alcohol use in college students: a meta-analysis.

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Schry, Amie R; White, Susan W

2013-11-01

Many college students use alcohol, and most of these students experience problems related to their use. Emerging research indicates that socially anxious students face heightened risk of experiencing alcohol-related problems, although the extant research on alcohol use and social anxiety in this population has yielded inconsistent findings. This meta-analysis was conducted to examine the relationship between social anxiety and alcohol variables in college students. A literature search was used to identify studies on college students that included measures of social anxiety and at least one of the alcohol variables of interest. All analyses were conducted using random effects models. We found that social anxiety was negatively correlated with alcohol use variables (e.g., typical quantity and typical frequency), but significantly positively correlated with alcohol-related problems, coping, conformity, and social motives for alcohol use, and positive and negative alcohol outcome expectancies. Several moderators of effect sizes were found to be significant, including methodological factors such as sample ascertainment approach. Given that social anxiety was negatively related to alcohol use but positively related to alcohol-related problems, research is needed to address why individuals high in social anxiety experience more problems as a result of their alcohol use. Avoidance of social situations among socially anxious students should also be taken into account when measuring alcohol use. The primary limitation of this study is the small number of studies available for inclusion in some of the analyses. © 2013 Elsevier Ltd. All rights reserved.

Effects of Auricular Acupressure on Sleep Quality, Anxiety, and Depressed Mood in RN-BSN Students With Sleep Disturbance.

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Chueh, Ke-Hsin; Chang, Chia-Chuan; Yeh, Mei-Ling

2018-02-01

Students in 2-year registered nurse to Bachelor of Science in nursing (RN-BSN) programs usually work full-time and study part-time. Sleep disturbance, anxiety, and depression are known to be common health problems among these students.Prior research has described the effectiveness of auricular acupressure (AA) in reducing sleep disturbance and improving mood. The aim of this study was to evaluate the effect of using a 4-week AA program that adheres to a magnetic pellet on the shenmen acupoint on sleep quality, anxiousness, and depressed moods in nursing students with sleep disturbance. This study used a one-group, quasi-experimental design with repeated measures. Eligible students were recruited from an RN-BSN program offered by a university in northern Taiwan, and all were currently experiencing sleep disturbance. A 4-week AA intervention that applied a magnetic pellet on the shenmen acupoint was used. The Pittsburgh Sleep Quality Index, Beck Anxiety Inventory, and Beck Depression Inventory-II were used to measure sleep quality and mood outcomes each week during the 4-week intervention. Improvements in sleep quality, anxiety, and depressed moods were analyzed using the generalized estimating equation. Thirty-six participants with a mean age of 32 years were enrolled as participants. After adjusting for confounding factors, continuous and significant improvements in sleep quality, anxiety, and depressed mood (p anxiousness, and depressed mood in RN-BSN students experiencing sleep disturbances. Especially, the emotional mood of participants improved significantly as early as the first week. The 4-week AA for reducing sleep disturbance, and improving students' anxiety, and depressed moods may be applied on primary healthcare.

Mathematics anxiety in secondary students in England.

Science.gov (United States)

Chinn, Steve

2009-02-01

Whatever the changes that are made to the mathematics curriculum in England, there will always remain a problem with mathematics anxiety. Maths anxiety is rarely facilitative. This study examined aspects of mathematics in secondary schools and how students rated them as sources of anxiety. Over 2000 students in independent and mainstream schools in England completed a 20-item questionnaire designed to investigate maths anxiety levels. The same questionnaire was given to over 440 dyslexic males in specialist schools within the same age range. The results showed that examinations and tests create high levels of anxiety in approximately 4% of students. The results suggest that certain aspects and topics in the maths curriculum, such as long division, cause similar levels of anxiety for students in all year groups in secondary schools.

Evaluation of Exam Anxiety Level among Kermanshah University of Medical Sciences Students and its Association with Demographic Characteristics in 2014

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MM Mohammadi

2015-12-01

Full Text Available Introduction: Test -anxiety is one of the most common mental health problems among the students that can impair performance and leads to failure of the exam. So, this study aimed to determine the rate of exam-anxiety among Kermanshah University of Medical Sciences' students. Methods: This cross sectional-analytic study was conducted on 510 students of Kermanshah University of Medical Sciences by convenience sampling method in 2014. In this study, data collection tool was Test-Anxiety questionnaire includes 25 questions. Data were analyzed with the Pearson correlation and t-test using SPSS 16 software. Results: 198 students (38. 8% had mild exam-anxiety, 140 students (27. 5% moderate exam-anxiety and 172 students (33. 7% had severe exam-anxiety. The difference between the mean of anxiety scores was significant at various fields of study (P <0. 05.  Midwifery students experienced more stress in comparison with the students of other fields. There was a significant relationship between exam anxiety level, and the variables of gender, location, age and total grades average of students (P<0/05. There was not a significant relationship between exam anxiety level and marital status, parental occupation, semester entrance and employment of students. Conclusion: Due to the high level of exam anxiety among the different fields of medicine as well as the negative effect of this type of anxiety on academic performance of students, the necessity of the use of psychological services, counseling, identification of causes of anxiety, and planning for decreasing this problem was recommended. Obviously, in this regard, more attention should be paid to the highest-risk groups such as female midwifery students.

Social anxiety in three Western societies.

NARCIS (Netherlands)

Dam-Baggen, R.M.J. van; Kraaimaat, F.W.; Elal, G.

2003-01-01

The present study investigates whether empirical data support the notion that people in Western societies do not differ with regard to social anxiety. Social anxiety in Dutch students (N = 425) was compared with that experienced by students in the United States (N = 440) and Turkey (N = 349). Social

Students' anxiety in a senior thesis course.

Science.gov (United States)

Wood, M R; Palm, L J

2000-06-01

The State-Trait Anxiety Inventory was administered on Weeks 8, 12, and 15 of a semester to 16 students enrolled in a senior thesis course. State anxiety scores were elevated when oral presentations began and declined following the presentations. Trait anxiety scores remained constant across test administrations. The influence of situational variables on students' anxiety was discussed.

The Study of the Relationship between Mothers' Anxiety with the Mathematical Performance and Students' Anxiety

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Sepideh Moradpour

2015-04-01

Full Text Available Today mathematics stress have considered under interesting of many psychologists of mathematics education and cognitive psychologists too so that recognize emotion and mental stimulations of students in mathematics and to find scientific strategies for removing and controlling them. Anxiety is one of important and effective issues of 21th century. This study is done with aim of the study of relationship between mothers' anxiety with mathematics performance and anxiety of their children at first grade of high school at zone one of Tehran. Among population, 97 students and their mothers are chosen. Data of this research are collected by Cattell standard questionnaire for studying mothers' anxiety and standard questionnaire of mathematics anxiety for studying mathematics anxiety and a math exam for studying of students' performance. Research findings indicate that there is significant relationship between mothers' anxiety with mathematics anxiety and performance of students. Also it indicated that there is significant difference between students with high and low mathematics anxiety in term of mathematics performance.

Measuring Developmental Students' Mathematics Anxiety

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Ding, Yanqing

2016-01-01

This study conducted an item-level analysis of mathematics anxiety and examined the dimensionality of mathematics anxiety in a sample of developmental mathematics students (N = 162) by Multi-dimensional Random Coefficients Multinominal Logit Model (MRCMLM). The results indicate a moderately correlated factor structure of mathematics anxiety (r =…

Adverse consequences of student drinking: the role of sex, social anxiety, drinking motives.

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Norberg, Melissa M; Olivier, Jake; Alperstein, Dion M; Zvolensky, Michael J; Norton, Alice R

2011-08-01

This study examined whether biological sex, social anxiety, and drinking motives relate differently to distinct types of alcohol-related consequences using Poisson regression. One hundred eighteen college students completed self-report measures assessing drinking motives and social anxiety and an interview assessing alcohol consumption and consequences. Highly socially anxious women were particularly apt to experience adverse role functioning consequences, while men were particularly apt to experience physical consequences. Although highly socially anxious women reported more personal consequences than did women with low to moderate social anxiety, men with low to moderate social anxiety reported experiencing more social and personal consequences than did women with low to moderate social anxiety. When taking into consideration the above associations, coping motives were statistically associated with social consequences and marginally related to personal consequences, while enhancement motives were significantly associated with physical consequences. Targeting these factors may lead to effective interventions for individuals with co-occurring social anxiety and drinking problems. Copyright © 2011 Elsevier Ltd. All rights reserved.

Decreasing Math Anxiety in College Students

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Perry, Andrew B.

2004-01-01

This paper examines the phenomenon of mathematics anxiety in contemporary college and university students. Forms of math anxiety range from moderate test anxiety to extreme anxiety including physiological symptoms such as nausea. For each of several types of math anxiety, one or more case studies is analyzed. Selected strategies for coping with…

School Nurse Perceptions of Student Anxiety.

Science.gov (United States)

Muggeo, Michela A; Ginsburg, Golda S

2018-01-01

Anxiety disorders are common in youth. Because somatic complaints are a hallmark feature of anxiety, these students frequently visit their school nurse, creating an ideal opportunity for nurses to identify and assist them. In an effort to better understand current practices, we surveyed a large sample ( N = 93) of school nurses. Results indicated that the majority of nurses perceived anxiety as the most prevalent mental health issue in their students. Moreover, the majority of nurses reported that they did not use any formal screening tool or intervention protocol and stated wanting to expand their training in anxiety intervention. These data suggest that school nurses identify anxiety as a top problem but do not receive adequate training to address it. Data from this survey may be used to plan how best to fill gaps in nurse training and practices that can enhance nurses' capacity to optimize outcomes for anxious students.

Students with Anxiety: Implications for Professional School Counselors

Science.gov (United States)

Thompson, E. Heather; Robertson, Phyllis; Curtis, Russ; Frick, Melodie H.

2013-01-01

Anxiety is one of the most pervasive mental health concerns affecting students, yet a significant number of students with anxiety disorders remain underserved. If left untreated, anxiety can hinder students' personal/social, academic, and career development. The purpose of this article is to provide professional school counselors with helpful…

University students' understanding of social anxiety disorder.

OpenAIRE

Miyake, Yoshie; Okamoto, Yuri; Jinnin, Ran; Yashiki, Hisako; Uchino, Teiji; Isobe, Noriko; Takata, Jun; Kojima, Nanae; Nihonmatsu, Misato; Yokosaki, Yasuyuki; Hiyama, Toru; Yoshihara, Masaharu

2014-01-01

Social anxiety disorder is an important cause of psychosocial morbidity in adolescents and young adults. Problems in adolescents and young adults with social anxiety disorder would be a topic in recent years in campus mental health. We examined the opinion of social anxiety disorder on university students. We found that many students felt anxiety in various social scenes, and some students were worried about their anxiety. Most of the students understood the importance of mental treatment for...

Relation of assertiveness and anxiety among Iranian University students.

Science.gov (United States)

Larijani, T T; Aghajani, M; Baheiraei, A; Neiestanak, N S

2010-12-01

• The findings from the present study revealed that less than 30% of nursing and midwifery students have high assertiveness and only half of them have low anxiety. • Assertiveness and anxiety have negative correlations in nursing and midwifery students and affect the mental health and educational and occupational performance of the students. • Many factors such as years of education and working while studying influence the level of assertiveness in the students. • The anxiety in students had a significant relation with the father's level of education, family income, etc. The simultaneous existence of low assertiveness and high anxiety in nursing and midwifery students leads to the disruption of study performance. There exists little information concerning their assertiveness. The purpose of this study was to determine the relation of assertiveness and anxiety in nursing and midwifery students. In this correlational, cross-sectional study, 173 nursing students (68 males and 105 females) and 77 midwifery students were recruited from the Tehran University of Medical Sciences in Iran. Data were collected using a questionnaire including personal-social factors, the Spielberger Trait Anxiety Inventory and the Assertion Inventory of Gambrill and Richey. More than half of the nursing and midwifery students (59.5% and 59.7%, respectively) had moderate assertiveness. Also, 43.3% and 36.4% of them had moderate and high levels of anxiety. Pearson correlation test revealed that assertiveness and anxiety had negative correlations in nursing (r=-0.51, P assertiveness and anxiety among the students. Considering the relation of assertiveness and anxiety and its effects on mental health and educational and occupational performance, students should be informed of the required skills for positive interaction with others and to increase assertiveness and decrease anxiety. © 2010 Blackwell Publishing.

Higher Reported Levels of Depression, Stress, and Anxiety Are Associated with Increased Endorsement of ADHD Symptoms by Postsecondary Students

Science.gov (United States)

Harrison, Allyson G.; Alexander, Sandra J.; Armstrong, Irene T.

2013-01-01

This study examined the extent to which postsecondary students endorse symptoms of Attention Deficit/Hyperactivity Disorder (ADHD) and whether experienced level of stress, depression, or anxiety are associated with higher reporting of ADHD symptoms. Students attending a combined health and counseling service completed the Conners Adult ADHD Rating…

Clinical anxiety among final year dental students: The trainers and students perspectives

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A Obarisiagbon

2013-01-01

Full Text Available Background: The dental clinical setting, which is a significant learning environment for undergraduate dental students, may induce anxiety, which may adversely affect the clinical performance. The purpose of this cross-sectional study was to determine the factors provoking clinical anxiety in dental students from the trainers and students perspectives. Materials and Methods: This cross-sectional study was conducted among 6 th (final year dental students of University of Benin and their clinical trainers between January and March 2012 using the 38-item modified Moss and McManus clinical anxiety questionnaire. Results: Of the 67 participants, 32 (47.8% were 6 th year dental students while 35 (52.2% were clinical trainers. According to the students, the top clinical anxiety provoking situations were inability to meet requirements before exams, inability to pass the final exams, dealing with psychiatric patients, coping with uncooperative children, getting infected by patients, fracturing a tooth during extraction, extracting the wrong tooth, discovering calculus by the supervisor after scaling, accidental pulp exposure, inadvertently hurting patients and using the high speed hand piece. There existed concordance on the top two clinical anxiety provoking situations reported by the students and their clinical trainers. However, measuring blood pressure, taking pulse, presenting in the clinic, handling a syncopal attack, and accidental pulp exposure were statistically significant contrasting clinical anxiety provoking situations from dental students and trainers perspectives. Conclusion: Data from this study revealed that clinical trainers share largely the same perspectives with the dental students on the clinical anxiety provoking situations with slight variations. Fostering a supportive learning environment conducive to dental student learning by strengthen efforts to minimize clinical anxiety is a necessity.

Metacognitive awareness and math anxiety in gifted students

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Hakan Sarıcam

2015-12-01

Full Text Available The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary School Students and The Metacognitive Awareness Inventory for Children were used. For analysing the data, Spearman correlation analysis, the Mann Whitney U test, and linear regression analysis were used. According to the findings: firstly, gifted students’ metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students’ maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety. Finally, the findings of linear regression analysis indicated that metacognitive awareness is explained by 48% total variance of maths anxiety in gifted students.

Anxiety in school students: Role of parenting and gender.

Science.gov (United States)

Bakhla, Ajay Kumar; Sinha, Prakriti; Sharan, Rajiv; Binay, Yashi; Verma, Vijay; Chaudhury, Suprakash

2013-07-01

The prevalence of anxiety is high in school going children; however pattern of parenting and gender of the child are important factors for the development of anxiety. Gender role and parenting patterns are important construct that vary across different sociocultural setting hence are important to be studied in Indian context. In a cross sectional study all students of both sexes studying in class VIII, were assessed using the Spence anxiety scale (children version). The sample consisted of 146 (55% male and 45% female) with a mean age of 12.71 years. A total of 16 (11%) students scored above cutoff for high anxiety, the mean scores across gender shows that female students scored significantly higher in total and all sub types of anxiety. Most of the students perceived their parents 'Democratic' and other two authoritarian and permissive type of parenting were almost equal. There was significantly higher anxiety among the students who perceived their parents as authoritarian. The prevalence of high anxiety was 11% in class VIII students. High anxiety in students was significantly associated with female gender and authoritarian parenting pattern as perceived by the children.

Anxiety in school students: Role of parenting and gender

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Ajay Kumar Bakhla

2013-01-01

Full Text Available Background: The prevalence of anxiety is high in school going children; however pattern of parenting and gender of the child are important factors for the development of anxiety. Gender role and parenting patterns are important construct that vary across different sociocultural setting hence are important to be studied in Indian context. Materials and Methods: In a cross sectional study all students of both sexes studying in class VIII, were assessed using the Spence anxiety scale (children version. Results: The sample consisted of 146 (55% male and 45% female with a mean age of 12.71 years. A total of 16 (11% students scored above cutoff for high anxiety, the mean scores across gender shows that female students scored significantly higher in total and all sub types of anxiety. Most of the students perceived their parents ′Democratic′ and other two authoritarian and permissive type of parenting were almost equal. There was significantly higher anxiety among the students who perceived their parents as authoritarian. Conclusions: The prevalence of high anxiety was 11% in class VIII students. High anxiety in students was significantly associated with female gender and authoritarian parenting pattern as perceived by the children.

Exploring mathematics anxiety and attitude: Mathematics students' experiences

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Sahri, Nurul Ashikin; Kamaruzaman, Wan Nur Farahdalila Wan; Jamil, Jastini Mohd.; Shaharanee, Izwan Nizal Mohd.

2017-11-01

A quantitative and correlational, survey methods were used to investigate the relationships among mathematical anxiety and attitude toward student's mathematics performance. Participants were 100 students volunteer to enroll in undergraduate Industrial Statistics, Decision Sciences and Business Mathematics at one of northern university in Malaysia. Survey data consisted of demographic items and Likert scale items. The collected data was analyzed by using the idea of correlation and regression analysis. The results indicated that there was a significant positive relationship between students' attitude and mathematics anxiety. Results also indicated that a substantial positive effect of students' attitude and mathematics anxiety in students' achievement. Further study can be conducted on how mathematical anxiety and attitude toward mathematics affects can be used to predict the students' performance in the class.

Academic self-concept, learning motivation, and test anxiety of the underestimated student.

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Urhahne, Detlef; Chao, Sheng-Han; Florineth, Maria Luise; Luttenberger, Silke; Paechter, Manuela

2011-03-01

BACKGROUND. Teachers' judgments of student performance on a standardized achievement test often result in an overestimation of students' abilities. In the majority of cases, a larger group of overestimated students and a smaller group of underestimated students are formed by these judgments. AIMS. In this research study, the consequences of the underestimation of students' mathematical performance potential were examined. SAMPLE. Two hundred and thirty-five fourth grade students and their fourteen mathematics teachers took part in the investigation. METHOD. Students worked on a standardized mathematics achievement test and completed a self-description questionnaire about motivation and affect. Teachers estimated each individual student's potential with regard to mathematics test performance as well as students' expectancy for success, level of aspiration, academic self-concept, learning motivation, and test anxiety. The differences between teachers' judgments on students' test performance and students' actual performance were used to build groups of underestimated and overestimated students. RESULTS. Underestimated students displayed equal levels of test performance, learning motivation, and level of aspiration in comparison with overestimated students, but had lower expectancy for success, lower academic self-concept, and experienced more test anxiety. Teachers expected that underestimated students would receive lower grades on the next mathematics test, believed that students were satisfied with lower grades, and assumed that the students have weaker learning motivation than their overestimated classmates. CONCLUSION. Teachers' judgment error was not confined to test performance but generalized to motivational and affective traits of the students. © 2010 The British Psychological Society.

Statistics Anxiety and Business Statistics: The International Student

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Bell, James A.

2008-01-01

Does the international student suffer from statistics anxiety? To investigate this, the Statistics Anxiety Rating Scale (STARS) was administered to sixty-six beginning statistics students, including twelve international students and fifty-four domestic students. Due to the small number of international students, nonparametric methods were used to…

Depression and Anxiety in University Music Students

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Wristen, Brenda G.

2013-01-01

Performance anxiety among musicians and music students has been widely addressed, but far less attention has been given to examining the rates and characteristics of broader mental distress in this population. This study examined depression and anxiety in music students at one university. A considerable number of students reported symptoms…

Shame: The Emotional Basis of Library Anxiety

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McAfee, Erin L.

2018-01-01

In 1986, Constance Mellon found that 75 to 85 percent of undergraduate students experienced library anxiety as well as shame about their anxiety. Fifteen years earlier, Helen Block Lewis began her groundbreaking research in shame theory. This paper explores the affective components of library anxiety using the pioneering research of Constance…

Dental Anxiety among Medical and Paramedical Undergraduate Students of Malaysia.

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Gunjal, Shilpa; Pateel, Deepak Gowda Sadashivappa; Parkar, Sujal

2017-01-01

Aim . To assess the dental anxiety level among dental, medical, and pharmacy students of MAHSA University, Malaysia. Materials and Methods . A cross-sectional questionnaire study was conducted among 1500 undergraduate students of MAHSA University. The Modified Dental Anxiety Scale (MDAS) was used to measure dental anxiety among the study population. The responses were assessed by 5-point likert scale ranging from 1 to 5. The level of anxiety was categorized into lowly anxious (5-11), moderately anxious (12-18), and severely anxious ≥19. Out of 1500 students enrolled, 1024 students (342 males and 682 females) completed and returned the questionnaire having response rate of 68.26%. Results . There was a statistically significant difference ( P students had lowest mean score (11.95 ± 4.21). The fifth year (senior) dental students scored significantly ( P = 0.02) lower mean anxiety score as compared to the first dental students (junior). The students were anxious mostly about tooth drilling and local anesthetic injection. Conclusions . Dental students have a significantly low level of dental anxiety as compared with medical and pharmacy students. Incorporation of dental health education in preuniversity and other nondental university curriculums may reduce dental anxiety among the students.

A Cross-Cultural Comparison of Anxiety among College Students

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Baloglu, Mustafa; Abbasi, Amir; Masten, William G.

2007-01-01

A number of studies have continued to investigate cross-cultural differences in anxiety. However, the cross-national research on anxiety is still far less advanced than other psychological constructs such as schizophrenia or depression. Thus, the purpose of the present study was to compare and contrast the levels of anxiety experienced by …

Test Anxiety and College Students with Attention Deficit Hyperactivity Disorder

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Nelson, Jason M.; Lindstrom, Will; Foels, Patricia A.

2014-01-01

Test anxiety was examined in college students with and without attention deficit hyperactivity disorder (ADHD). Results indicated that, relative to college students without ADHD, college students with ADHD reported higher total test anxiety as well as specific aspects of test anxiety, including worry (i.e., cognitive aspects of test anxiety) and…

Perfectionism, Depression, Anxiety, and Academic Performance in Premedical Students

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Melina Sevlever

2010-07-01

Full Text Available This study examined differences in perfectionism, depression, anxiety, and academic performance between premedical (N = 104 and non-premedical (N = 76 undergraduate students. Results indicated that premedical students did not differ significantly from non-premedical students in perfectionistic self-criticism, personal standards perfectionism, depression, or anxiety. Perfectionistic high standards were not correlated with depression or anxiety for either group. Self-critical perfectionism was positively correlated with depression and anxiety, with comparable effect sizes, for both groups of students. Premedical students and non-premedical students drastically differed in their reported academic performance (GPA. For premedical students, PS perfectionism was related to higher GPA, however PS perfectionism in non-premedical students had a negligible effect in increasing GPA. The implications of these results for interventions and future research are discussed.

Anxiety Symptoms and Disorders in College Students With ADHD.

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O'Rourke, Sarah R; Bray, Allison C; Anastopoulos, Arthur D

2017-01-01

This study examined anxiety symptoms and disorders in college students with ADHD. Forty-six college students with ADHD and a matched group of students without ADHD participated. Participants completed self-report measures of anxiety symptoms and associated features, including worry, maladaptive beliefs about worry, panic symptoms, social anxiety, obsessive-compulsive symptoms, and self-efficacy. Participants also completed a diagnostic interview to assess lifetime and current anxiety disorders. Participants with ADHD endorsed more maladaptive beliefs about worry, more obsessive-compulsive symptoms, and poorer self-efficacy compared with comparison participants. There were no group differences in rates of current anxiety disorders. Participants with ADHD were over 2 times more likely than comparison participants to endorse this lifetime history. College students with ADHD are more likely to have a lifetime history of an anxiety disorder and are at greater risk for some anxiety symptoms and associated features.

The Influence of Pre-University Students' Mathematics Test Anxiety and Numerical Anxiety on Mathematics Achievement

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Seng, Ernest Lim Kok

2015-01-01

This study examines the relationship between mathematics test anxiety and numerical anxiety on students' mathematics achievement. 140 pre-university students who studied at one of the institutes of higher learning were being investigated. Gender issue pertaining to mathematics anxieties was being addressed besides investigating the magnitude of…

Evaluating a Web-Based Social Anxiety Intervention Among University Students: Randomized Controlled Trial.

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McCall, Hugh Cameron; Richardson, Chris G; Helgadottir, Fjola Dogg; Chen, Frances S

2018-03-21

Treatment rates for social anxiety, a prevalent and potentially debilitating condition, remain among the lowest of all major mental disorders today. Although computer-delivered interventions are well poised to surmount key barriers to the treatment of social anxiety, most are only marginally effective when delivered as stand-alone treatments. A new, Web-based cognitive behavioral therapy (CBT) intervention called Overcome Social Anxiety was recently created to address the limitations of prior computer-delivered interventions. Users of Overcome Social Anxiety are self-directed through various CBT modules incorporating cognitive restructuring and behavioral experiments. The intervention is personalized to each user's symptoms, and automatic email reminders and time limits are used to encourage adherence. The purpose of this study was to conduct a randomized controlled trial to investigate the effectiveness of Overcome Social Anxiety in reducing social anxiety symptoms in a nonclinical sample of university students. As a secondary aim, we also investigated whether Overcome Social Anxiety would increase life satisfaction in this sample. Following eligibility screening, participants were randomly assigned to a treatment condition or a wait-list control condition. Only those assigned to the treatment condition were given access to Overcome Social Anxiety; they were asked to complete the program within 4 months. The social interaction anxiety scale (SIAS), the fear of negative evaluation scale (FNE), and the quality of life enjoyment and satisfaction questionnaire-short form (Q-LES-Q-SF) were administered to participants from both conditions during baseline and 4-month follow-up lab visits. Over the course of the study, participants assigned to the treatment condition experienced a significant reduction in social anxiety (SIAS: Psocial anxiety in the 2 conditions over the course of the study showed that those assigned to the treatment condition experienced significantly

Examination anxiety among secondary school students in Edo State ...

African Journals Online (AJOL)

... encourage stakeholders in the learning process to promote good study habits, provide learning materials and facilities that will build self confidence in the students, thereby reducing anxiety over examination. Keywords: Examination Anxiety, Adolescents, Secondary School Students, Examination Phobia, Test Anxiety ...

Social anxiety experiences and responses of university students

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Behiye Akacan

2015-09-01

Full Text Available The aim of this study is to examine the responses of university students in social anxiety situations in order to create a psychological counselling program with a structured group based on Cognitive Behavioural and Existential Approaches. These responses involve the behaviour and thoughts of the university students in situations where they experience or anticipate social anxiety. The semi-structured interview form developed by the researchers was used in the study during the face-to-face interviews with fifty-one 4th year students from the Guidance and Psychological Counselling (GPC and Pre-School Teaching (PST departments. The scope of the interview form includes the situations where 1 students experience social anxiety in the school setting and their thoughts and behaviours regarding these situations, 2 the situations where they anticipate social anxiety in their future profession, and 3 the situations where they experience social anxiety in their daily lives. Our aim was to collect data from these areas. The data collected were analysed through content analysis. The findings of the study revealed that the thoughts regarding the social anxiety situations of the final year students studying in Guidance and Psychological Counselling and Pre-School Teaching departments are generally negative and their behaviour usually presents as desertion or avoidance.

Depression, anxiety and stress in dental students.

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Basudan, Sumaya; Binanzan, Najla; Alhassan, Aseel

2017-05-24

To measure the occurrence and levels of depression, anxiety and stress in undergraduate dental students using the Depression, Anxiety and Stress Scale (DASS-21). This cross-sectional study was conducted in November and December of 2014. A total of 289 dental students were invited to participate, and 277 responded, resulting in a response rate of 96%. The final sample included 247 participants. Eligible participants were surveyed via a self-reported questionnaire that included the validated DASS-21 scale as the assessment tool and questions about demographic characteristics and methods for managing stress. Abnormal levels of depression, anxiety and stress were identified in 55.9%, 66.8% and 54.7% of the study participants, respectively. A multiple linear regression analysis revealed multiple predictors: gender (for anxiety b=-3.589, p=.016 and stress b=-4.099, p=.008), satisfaction with faculty relationships (for depression b=-2.318, p=.007; anxiety b=-2.213, p=.004; and stress b=-2.854, prelationships (for depression b=-3.527, panxiety b=-2.213, p=.004; and stress b=-2.854, pstress b=-2.648, p=.045). The standardized coefficients demonstrated the relationship and strength of the predictors for each subscale. To cope with stress, students engaged in various activities such as reading, watching television and seeking emotional support from others. The high occurrence of depression, anxiety and stress among dental students highlights the importance of providing support programs and implementing preventive measures to help students, particularly those who are most susceptible to higher levels of these psychological conditions.

[College students social anxiety associated with stress and mental health].

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Chen, Xuefeng; Wang, Zhen; Gao, Jing; Hu, Weipeng

2007-03-01

To explore the mediator effects of social anxiety on college students' life stress and mental health. 1430 college students were tested by revised Adolescent Self-Rating Life Events Check List (ASLEC), General Health Questionnaire (GHQ12) and social anxiety scale chose from Self-Consciousness Scale. 1. Social anxiety was the mediator variable between stress and mental health. 2. Female students were easily suffered from higher losing stress and human relationship stress in comparision with male. 3. Non-only child Students got a higher score in social anxiety and lower GHQ in comparision with only child. It may be helpful to improve the stress management and mental health of college students by testing and intervening their social anxiety perception.

The syndrome of burnout, self-image, and anxiety with grammar school students

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Branko Slivar

2001-06-01

Full Text Available This article deals with certain characteristics of the teenagers experiencing burnout and the influence of some dimensions of self image and anxiety on the burnout dimensions. The research investigated the relation between anxiety, dimensions of self image and the burnout syndrome. The research data were obtained through the use of the modified MBI - "The Maslach Burnout Inventory", Spielbergs' questionnaire of trait anxiety and Offer Self-Imagination Questionnaire. The research comprised 1868 students aged between 15 and 19 6.7 percent of them turned out to have suffered a strong burnout. The results of the research proved that the burnout syndrome appears in several different levels of intensity also among adolescents attending secondary school (gymnasia programme. True multivariate research the two basic hypotheses were confirmed: the adolescents with some negative self image areas are more likely to suffer burnout and that there is the certain dimensions of self image influence certain dimensions of burnout.

Anxiety and Depression in Cyberbullied College Students: A Retrospective Study.

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Jenaro, Cristina; Flores, Noelia; Frías, Cinthia Patricia

2017-09-01

Cyberbullying is a worldwide phenomenon and its effects can be severe. To better understand the personal and situational factors in cyberbullying, we approach it from the perspective of the general aggression model. More specifically, we analyze the medium and long-term impact of past experiences of cyberbullying on university students. We also compare their psychological adjustment with peers who have not been cyberbullied by examining the recall of cyberbullying while attending secondary school of 1,593 university students. Participants from a Spanish University ( N = 680) and a Bolivian University ( N = 913) were invited to participate by filling in an online survey. It included the School Violence Questionnaire-Revised, CUVE-R, to assess school and classroom climate in relation to bullying and cyberbullying, the Beck Depression Inventory, and the State-Trait Anxiety Inventory. Results show that among the participants, 5.1% reported having suffered cyberbullying and 19.3% reported having been a bystander of cyberbullying, with similar percentages between universities. Canonical correlation suggests that variables related to school climate best explain the variability among participants who have and have not been cyberbullied. Those who have been cyberbullied scored significantly higher on anxiety and depression symptoms as well. Being a bystander of cyberbullying was not associated to significant differences on psychological adjustment (i.e., anxiety and depression). Results indicated that experiencing cyberbullying in secondary school is associated to lower psychological adjustment years later as university students. School climate variables contribute more strongly to identifying victims of cyberbullying. These results support the need for psychosocial interventions from a broader perspective, addressing the different dimensions of this phenomenon and its impact on victims.

Math Anxiety and How It Affects High School Students.

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Murr, Kathleen A.

2001-01-01

Studies the role that math anxiety played in the poor performance of students, what promoted such feelings, and what teachers can do to lessen this anxiety. Students and adults sense the urgency to understand the mathematical material, and that urgency often leads to anxiety when they cannot arrive at a solution. (ASK)

A study of students' learning styles and mathematics anxiety amongst form four students in Kerian Perak

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Esa, Suraya; Mohamed, Nurul Akmal

2017-05-01

This study aims to identify the relationship between students' learning styles and mathematics anxiety amongst Form Four students in Kerian, Perak. The study involves 175 Form Four students as respondents. The instrument which is used to assess the students' learning styles and mathematic anxiety is adapted from the Grasha's Learning Styles Inventory and the Mathematics Anxiety Scale (MAS) respectively. The types of learning styles used are independent, avoidant, collaborative, dependent, competitive and participant. The collected data is processed by SPSS (Statistical Packages for Social Sciences 16.0). The data is analysed by using descriptive statistics and inferential statistics that include t-test and Pearson correlation. The results show that majority of the students adopt collaborative learning style and the students have moderate level of mathematics anxiety. Moreover, it is found that there is significant difference between learning style avoidant, collaborative, dependent and participant based on gender. Amongst all students' learning style, there exists a weak but significant correlation between avoidant, independent and participant learning style and mathematics anxiety. It is very important for the teachers need to be concerned about the effects of learning styles on mathematics anxiety. Therefore, the teachers should understand mathematics anxiety and implement suitable learning strategies in order for the students to overcome their mathematics anxiety.

Anxiety symptoms in regular school students in Mumbai City, India.

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Karande, S; Gogtay, N J; Bala, N; Sant, H; Thakkar, A; Sholapurwala, R

2018-01-01

Anxiety disorders usually remain undiagnosed in school students owing to the internalized nature of their symptoms. The present study was conducted with the primary objective of evaluating the prevalence of anxiety symptoms in school students in Mumbai. A secondary objective was to assess the impact of variables (age, gender, presence of sibling, and type of school curriculum or school) on anxiety symptoms. Study cases (8-15 year olds) were recruited by nonprobability sampling from four English-medium schools. Anxiety was measured using Spence Children's Anxiety Scale (SCAS)-child self-report questionnaire. T-scores (total and subscales) were calculated and cut-off scores of> 60 were considered as significant. Symptoms of overall anxiety were present in 10.8% (53/493) of the students. Older students (12-15 year olds) had greater odds of having overall anxiety symptoms (crude OR = 4.36, 95% CI 2.27 to 8.39, P < 0.0001). Symptoms of all anxiety disorders were present in the 493 participants, with obsessions/compulsions and fears of physical injury being the most common (in 29.6% and 27.2%, respectively). Older students and boys had greater odds of having obsessions/compulsions (crude OR = 2.32, 95% CI 1.56 to 3.44, P < 0.0001; and crude OR = 1.54, 95% CI 1.04 to 2.27, P= 0.035, respectively]. Students with sibling (s) had greater odds of having fears of physical injury (crude OR = 0.48, 95% CI 0.30 to 0.78, P= 0.003). There is an urgent need to screen school students in our city for anxiety disorders.

Emotional Intelligence Moderates Perfectionism and Test Anxiety among Iranian Students

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Abdollahi, Abbas; Abu Talib, Mansor

2015-01-01

Test anxiety is one of the common forms of anxiety for students. Thus, it is necessary to improve our knowledge regarding the etiology of test anxiety. The purpose of this study was to explore the relationships between perfectionism, emotional intelligence, and test anxiety among Iranian students. This study also was conducted to test emotional…

Test Anxiety and Academic Procrastination Among Prelicensure Nursing Students.

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Custer, Nicole

Test anxiety may cause nursing students to cope poorly with academic demands, affecting academic performance and attrition and leading to possible failure on the National Council Licensure Examination for Registered Nurses (NCLEX-RN®). Test-anxious nursing students may engage academic procrastination as a coping mechanism. The Test Anxiety Inventory and the Procrastination Assessment Scale for Students were administered to 202 prelicensure nursing students from diploma, associate, and baccalaureate nursing programs in southwestern Pennsylvania. Statistically significant correlations between test anxiety and academic procrastination were found. The majority of participants reported procrastinating most on weekly reading assignments. Students with higher grade point averages exhibited less academic procrastination.

Depression, anxiety, and smartphone addiction in university students- A cross sectional study.

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Jocelyne Matar Boumosleh

Full Text Available The study aims to assess prevalence of smartphone addiction symptoms, and to ascertain whether depression or anxiety, independently, contributes to smartphone addiction level among a sample of Lebanese university students, while adjusting simultaneously for important sociodemographic, academic, lifestyle, personality trait, and smartphone-related variables.A random sample of 688 undergraduate university students (mean age = 20.64 ±1.88 years; 53% men completed a survey composed of a questions about socio-demographics, academics, lifestyle behaviors, personality type, and smartphone use-related variables; b 26-item Smartphone Addiction Inventory (SPAI Scale; and c brief screeners of depression and anxiety (PHQ-2 and GAD-2, which constitute the two core DSM-IV items for major depressive disorder and generalized anxiety disorder, respectively.Prevalence rates of smartphone-related compulsive behavior, functional impairment, tolerance and withdrawal symptoms were substantial. 35.9% felt tired during daytime due to late-night smartphone use, 38.1% acknowledged decreased sleep quality, and 35.8% slept less than four hours due to smartphone use more than once. Whereas gender, residence, work hours per week, faculty, academic performance (GPA, lifestyle habits (smoking and alcohol drinking, and religious practice did not associate with smartphone addiction score; personality type A, class (year 2 vs. year 3, younger age at first smartphone use, excessive use during a weekday, using it for entertainment and not using it to call family members, and having depression or anxiety, showed statistically significant associations with smartphone addiction. Depression and anxiety scores emerged as independent positive predictors of smartphone addiction, after adjustment for confounders.Several independent positive predictors of smartphone addiction emerged including depression and anxiety. It could be that young adults with personality type A experiencing high

Depression, anxiety, and smartphone addiction in university students- A cross sectional study.

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Matar Boumosleh, Jocelyne; Jaalouk, Doris

2017-01-01

The study aims to assess prevalence of smartphone addiction symptoms, and to ascertain whether depression or anxiety, independently, contributes to smartphone addiction level among a sample of Lebanese university students, while adjusting simultaneously for important sociodemographic, academic, lifestyle, personality trait, and smartphone-related variables. A random sample of 688 undergraduate university students (mean age = 20.64 ±1.88 years; 53% men) completed a survey composed of a) questions about socio-demographics, academics, lifestyle behaviors, personality type, and smartphone use-related variables; b) 26-item Smartphone Addiction Inventory (SPAI) Scale; and c) brief screeners of depression and anxiety (PHQ-2 and GAD-2), which constitute the two core DSM-IV items for major depressive disorder and generalized anxiety disorder, respectively. Prevalence rates of smartphone-related compulsive behavior, functional impairment, tolerance and withdrawal symptoms were substantial. 35.9% felt tired during daytime due to late-night smartphone use, 38.1% acknowledged decreased sleep quality, and 35.8% slept less than four hours due to smartphone use more than once. Whereas gender, residence, work hours per week, faculty, academic performance (GPA), lifestyle habits (smoking and alcohol drinking), and religious practice did not associate with smartphone addiction score; personality type A, class (year 2 vs. year 3), younger age at first smartphone use, excessive use during a weekday, using it for entertainment and not using it to call family members, and having depression or anxiety, showed statistically significant associations with smartphone addiction. Depression and anxiety scores emerged as independent positive predictors of smartphone addiction, after adjustment for confounders. Several independent positive predictors of smartphone addiction emerged including depression and anxiety. It could be that young adults with personality type A experiencing high stress

Test Anxiety Research: Students with Vision Impairments and Students with Mild Intellectual Disabilities

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Datta, Poulomee

2014-01-01

There is an absence of research on test anxiety in students with disabilities although such testing is taken for granted among students without disabilities. This study investigated the test anxiety of the students in each of the two disability groups, those with vision impairments and those with intellectual disabilities who are placed in…

Comorbidity of Anxiety-Depression among Australian University Students: Implications for Student Counsellors

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Bitsika, Vicki; Sharpley, Christopher F.

2012-01-01

The incidence, factor structure and scale item differences in anxiety-depression comorbidity were investigated in a sample of Australian university students defined according to the presence of anxiety and/or depression. The incidence of anxiety-depression comorbidity was over 32%, about four times that for anxiety or depression alone.…

Test anxiety and academic performance in chiropractic students.

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Zhang, Niu; Henderson, Charles N R

2014-01-01

Objective : We assessed the level of students' test anxiety, and the relationship between test anxiety and academic performance. Methods : We recruited 166 third-quarter students. The Test Anxiety Inventory (TAI) was administered to all participants. Total scores from written examinations and objective structured clinical examinations (OSCEs) were used as response variables. Results : Multiple regression analysis shows that there was a modest, but statistically significant negative correlation between TAI scores and written exam scores, but not OSCE scores. Worry and emotionality were the best predictive models for written exam scores. Mean total anxiety and emotionality scores for females were significantly higher than those for males, but not worry scores. Conclusion : Moderate-to-high test anxiety was observed in 85% of the chiropractic students examined. However, total test anxiety, as measured by the TAI score, was a very weak predictive model for written exam performance. Multiple regression analysis demonstrated that replacing total anxiety (TAI) with worry and emotionality (TAI subscales) produces a much more effective predictive model of written exam performance. Sex, age, highest current academic degree, and ethnicity contributed little additional predictive power in either regression model. Moreover, TAI scores were not found to be statistically significant predictors of physical exam skill performance, as measured by OSCEs.

A study of depression and anxiety, general health, and academic performance in three cohorts of veterinary medical students across the first three semesters of veterinary school.

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Reisbig, Allison M J; Danielson, Jared A; Wu, Tsui-Feng; Hafen, McArthur; Krienert, Ashley; Girard, Destiny; Garlock, Jessica

2012-01-01

This study builds on previous research on predictors of depression and anxiety in veterinary medical students and reports data on three veterinary cohorts from two universities through their first three semesters of study. Across all three semesters, 49%, 65%, and 69% of the participants reported depression levels at or above the clinical cut-off, suggesting a remarkably high percentage of students experiencing significant levels of depression symptoms. Further, this study investigated the relationship between common stressors experienced by veterinary students and mental health, general health, and academic performance. A factor analysis revealed four factors among stressors common to veterinary students: academic stress, transitional stress, family-health stress, and relationship stress. The results indicated that both academic stress and transitional stress had a robust impact on veterinary medical students' well-being during their first three semesters of study. As well, academic stress negatively impacted students in the areas of depression and anxiety symptoms, life satisfaction, general health, perception of academic performance, and grade point average (GPA). Transitional stress predicted increased depression and anxiety symptoms and decreased life satisfaction. This study helped to further illuminate the magnitude of the problem of depression and anxiety symptoms in veterinary medical students and identified factors most predictive of poor outcomes in the areas of mental health, general health, and academic performance. The discussion provides recommendations for considering structural changes to veterinary educational curricula to reduce the magnitude of academic stressors. Concurrently, recommendations are suggested for mental health interventions to help increase students' resistance to environmental stressors.

Assessing instructor intervention upon the perceptions, attitudes, and anxieties of community college biology students toward cooperative learning

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Gafford, Kenneth Allen

The differences between two experimental groups using cooperative learning activities were examined during the initial eight weeks of a biology course. While both groups participated in the same cooperative learning activities, only one group received deliberate instructor interventions. These interventions were designed to help students think positively about working in cooperative learning groups while alleviating anxiety toward cooperative learning. Initially, all students were uncomfortable and reported trouble staying focused during cooperative learning. The final quantitative results indicated that the group who received the interventions had more positive perceptions toward cooperative learning but their attitudes and anxiety levels showed no significant difference from the non-intervention group; advantages occurred specifically for thinking on task, student engagement, perceptions of task importance, and best levels of challenge and skill. Intervention participants had a higher mean score on the class exam administered during the eight-week study but it was not significantly different. Qualitative data revealed that the intervention participants experienced greater overall consequence, mainly in the areas of engagement, believed skill, and self-worth. According to flow theory, when students are actively engaged, the probability of distraction by fears and unrelated ideas is reduced, for instance, how they are perceived by others. These findings corroborate constructivist theories, particularly the ones relative to students working in cooperative groups. Researchers should continue to use appropriate methods to further explore how students of various abilities and developmental levels are affected by their perceptions, attitudes, and anxieties relative to different instructional contexts. Given the highly contextual nature of students' learning and motivation, researchers need to examine a number of meaningful questions by comparing students' perceptions

Cognitive emotions: depression and anxiety in medical students and staff.

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Ahmed, Isra; Banu, Haseena; Al-Fageer, Reem; Al-Suwaidi, Reem

2009-09-01

Medical students represent a highly educated population under significant pressures. They encounter multiple emotions during the transformation from insecure student to young knowledgeable physician. During the transition to clinical settings in the third year, the student may experience a loss of external control and may counter this with an increase in depression and/or anxiety symptoms. Studies suggest that mental health worsens after students begin medical school and remains poor throughout training. It is not just the undergraduate study period, which brings about these changes; it may continue later in internship, postgraduate study, and in physicians' practical life, and it may reach burnout level. The greater the psychosocial health, the greater is the well-being and the capacity for adaptation and overcoming problems and common life frustrations in family, relationships, and work. Medical students and practicing physicians, in comparison with the general population and that of other professions, are exposed to academic and professional stress and therefore are vulnerable to psychosocial health problems and certain specific dysfunctions that may compromise their physical, mental, and social health. Our study examines the phenomenology of depression and anxiety in medical doctors in 3 government hospitals, 3 primary health care centers and the students (all years) and staff of Dubai Medical College for Girls (DMCG). This cross-sectional study was conducted in November 2008. One hundred sixty-five medical students of DMCG and 93 doctors (including medical staff of DMCG) completed a set of 2 questionnaires regarding Beck Depression Inventory (BDI) & Beck Anxiety Inventory (BAI). Results were analyzed using SPSS 11, and adequate statistical significant tests were done. A P value of students, 28.6% showed depression and 28.7% showed anxiety. Of medical staff, 7.8% showed depression and 2.2% of them showed anxiety. The second-year medical students exhibited the

Metacognitive awareness and math anxiety in gifted students

OpenAIRE

Hakan Sarıcam; Üzeyir Ogurlu

2015-01-01

The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary S...

Metacognitive Awareness and Math Anxiety in Gifted Students

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Saricam, Hakan; Ogurlu, Üzeyir

2015-01-01

The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students' metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students…

The influence of experiencing success in math on math anxiety, perceived math competence, and math performance

NARCIS (Netherlands)

Jansen, B.R.J.; Louwerse, J.; Straatemeier, M.; van der Ven, S.H.G.; Klinkenberg, S.; van der Maas, H.L.J.

2013-01-01

It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a

Adaptation of abbreviated mathematics anxiety rating scale for engineering students

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Nordin, Sayed Kushairi Sayed; Samat, Khairul Fadzli; Sultan, Al Amin Mohamed; Halim, Bushra Abdul; Ismail, Siti Fatimah; Mafazi, Nurul Wirdah

2015-05-01

Mathematics is an essential and fundamental tool used by engineers to analyse and solve problems in their field. Due to this, most engineering education programs involve a concentration of study in mathematics courses whereby engineering students have to take mathematics courses such as numerical methods, differential equations and calculus in the first two years and continue to do so until the completion of the sequence. However, the students struggled and had difficulties in learning courses that require mathematical abilities. Hence, this study presents the factors that caused mathematics anxiety among engineering students using Abbreviated Mathematics Anxiety Rating Scale (AMARS) through 95 students of Universiti Teknikal Malaysia Melaka (UTeM). From 25 items in AMARS, principal component analysis (PCA) suggested that there are four mathematics anxiety factors, namely experiences of learning mathematics, cognitive skills, mathematics evaluation anxiety and students' perception on mathematics. Minitab 16 software was used to analyse the nonparametric statistics. Kruskal-Wallis Test indicated that there is a significant difference in the experience of learning mathematics and mathematics evaluation anxiety among races. The Chi-Square Test of Independence revealed that the experience of learning mathematics, cognitive skills and mathematics evaluation anxiety depend on the results of their SPM additional mathematics. Based on this study, it is recommended to address the anxiety problems among engineering students at the early stage of studying in the university. Thus, lecturers should play their part by ensuring a positive classroom environment which encourages students to study mathematics without fear.

Computer Anxiety, Academic Stress, and Academic Procrastination on College Students

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Wahyu Rahardjo

2013-01-01

Full Text Available Academic procrastination is fairly and commonly found among college students. The lack of understanding in making the best use of computer technology may lead to anxiety in terms of operating computer hence cause postponement in completing course assignments related to computer operation. On the other hand, failure in achieving certain academic targets as expected by parents and/or the students themselves also makes students less focused and leads to tendency of postponing many completions of course assignments. The aim of this research is to investigate contribution of anxiety in operating computer and academic stress toward procrastination on students. As much as 65 students majoring in psychology became participants in this study. The results showed that anxiety in operating computer and academic stress play significant role in influencing academic procrastination among social sciences students. In terms of academic procrastination tendencies, anxiety in operating computer and academic stress, male students have higher percentage than female students.

Depression, anxiety and stress in dental students

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Basudan, Sumaya; Binanzan, Najla; Alhassan, Aseel

2017-01-01

Objectives To measure the occurrence and levels of depression, anxiety and stress in undergraduate dental students using the Depression, Anxiety and Stress Scale (DASS-21). Methods This cross-sectional study was conducted in November and December of 2014. A total of 289 dental students were invited to participate, and 277 responded, resulting in a response rate of 96%. The final sample included 247 participants. Eligible participants were surveyed via a self-reported questionnaire that includ...

Ethical Conflicts Experienced by Medical Students

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Márcia Mendes Menezes

Full Text Available ABSTRACT The current study aimed to identify and analyze the prevalence of ethical conflicts experienced by medical students. This study is a cross-sectional and analytical research that was conducted in a public school in the state of Minas Gerais, Brazil. The instrument used for the data collection was a self-administered questionnaire. The data collected were presented in absolute and percentage values. For the analytical statistical treatment of the data, the level of significance was considered p <0.05. The outcome variables were: Experiences of ethical conflicts in interpersonal relations within the medical course and Ethical conduct in health care. The identification of the prevalence of ethical conflicts in the undergraduate program adopted the perspective of different interpersonal relations (academic-teaching, academic-academic, academic-employee, academic-patient, teacher-teacher, teacher-patient, teacher-employee and employee-patient. (Importance of identifying themselves to the health services user and requesting consent to perform the physical examination, assistance without the supervision of the teacher, issuance of health documents without the signature of the professional responsible and use of social networks to share data Of patient. It was verified the association of the outcome variables with sex, year of graduation and course evaluation. A total of 281 undergraduate students enrolled in all undergraduate courses in Medicine of both sexes, with a predominance of female (52.7%. The students reported having experienced conflicting situations in interpersonal relations with teachers (59.6%, provided assistance without proper supervision of a teacher (62.6%, reported having issued health documents without the accompaniment of teachers (18, 5%. The highest frequency was observed among those enrolled in the most advanced years of the undergraduate program (p <0.05. The use of social networks for the purpose of sharing patient

Exams? Why worry? Interpreting anxiety as facilitative and stress appraisals.

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Strack, Juliane; Esteves, Francisco

2015-01-01

The present study examined why people differ in how they appraise the same stressful situation (an approaching exam). We explored whether interpreting anxiety as a facilitative emotion can affect the type of stress appraisal people make. One hundred and three undergraduate students took part in this study, which lasted for 10 days (leading up to an exam). The students completed a daily self-reported evaluation of anxiety, emotional exhaustion, and stress experienced. The findings suggest a process by which a stressful time can be experienced as motivating rather than threatening or emotionally exhausting. For example, interpreting anxiety as facilitative moderated the relationship between anxiety and stress appraisals. When interpreting their anxiety as facilitative, individuals showed a higher tendency to make challenge stress appraisals and a lower tendency to appraising the stressor as a threat. These differences were especially visible with high levels of anxiety. Furthermore, interpreting anxiety as facilitative was negatively associated with emotional exhaustion, but positively associated with the academic performance. These findings suggest an explanation why people differ in how they appraise the same stressor: how people interpret their anxiety may to a large part affect how they appraise difficult events and situations.

Social support and performance anxiety of college music students.

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Schneider, Erin; Chesky, Kris

2011-09-01

This study characterized perceived social support and performance anxiety of college music students, compared characteristics to those of non-music majors, and explored the relationships between social support and performance anxiety. Subjects (n = 609) completed a questionnaire that included demographics, the Multidimensional Scale of Perceived Social Support (MSPSS), and visual analog scale measures of performance anxiety. Results showed that music majors perceived significantly lower levels of social support from significant others when compared to non-music majors. Perceived social support was significantly correlated with measures of performance anxiety. Students with greater perceived social support reported less frequent anxiety and lower levels of impact of anxiety on ability to perform. These findings may have practical implications for schools of music and conservatories.

Performance Anxiety at English PBL Groups Among Taiwanese Medical Students: A Preliminary Study

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Cheng-Sheng Chen

2008-03-01

Full Text Available Students' performance anxiety can impact negatively on the effectiveness of medical education reform, including performance in problem-based learning (PBL and in using English in discussion. This study aimed to investigate the nature of performance anxiety among Taiwanese medical students in an English-language PBL group. Eighteen Taiwanese, one American and four Asian medical students who were attending an international PBL workshop were enrolled. A questionnaire seeking demographic data and experience in use of PBL and eight questions evaluating performance anxiety were administered. The performance anxiety of Taiwanese medical students was compared to that of the Asians and the one American. Frequencies of each performance anxiety were calculated. The results suggested that the Taiwanese students showed more anxiety than the one student from the United States, but less than other Asian students. The acts of giving a report, being the center of attention, and talking in the PBL group were the most common situations related to anxiety in PBL groups. Using English and working in a new PBL environment are possible sources of anxiety. The presence of anxiety among the Taiwanese medical students in English PBL groups implies the necessity for developing an effective strategy to deal with students' performance anxiety.

Test anxiety levels and related factors: students preparing for university exams.

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Kurt, Ayse Sonay; Balci, Serap; Kose, Dilek

2014-11-01

To assess test anxiety levels and related factors among students preparing for university exams. The descriptive, cross-sectional study was conducted at Istanbul University, Turkey, and comprised students preparing for exams in two private courses for the 2010-11 academic year. Data was collected via an original questionnaire and the Test Anxiety Inventory. SPSS 20 was used for statistical analyses. Of the 1250 students who qualified for the study, the final sample size was 376 (30%). Of them, 210 (55.9%) were females, and 154 (41%) were 18 years old. Students' mean Test Anxiety Inventory scores were 39.44±11.34. Female students' overall test anxiety scores and mean emotionality subscale score were significantly higher than those of their male counterparts. Students whose mothers had an educational attainment between primary school n=170 (45.2%) and a high school diploma n=184 (48.9%), as well as those with four or more siblings n=49 (15%), had significantly higher mean overall Test Anxiety Inventory scores. Among other things, test anxiety is influenced by maternal educational level, type of high school, number of exams, and number of siblings. Preparing a relaxed study environment for students, providing the family monetary or social support, and encouraging participation in social activities are recommendedto decreajb anxiety in students preparing for university exams.

The characteristics of failure among students who experienced pseudo thinking

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Anggraini, D.; Kusmayadi, T. A.; Pramudya, I.

2018-04-01

The purpose of this research is to describe the thinking process of students who experienced pseudo thinking when solving the straight line equation. The result of this study shows the characteristics of error that caused students to experience pseudo thinking when solving the problem and their relation with students’ metacognition skill. This qualitative research was conducted in State 16 Junior High School in Surakarta, Indonesia during the odd semester of 2017/2018 academic year. The subjects of the study were students Junior High School students of 8th grade chosen using purposive sampling technique. Data were collected through the administration of think aloud method. The result showed that the characteristics of errors among the subjects are: 1) the answers resulted from pseudo thinking when solving the problem were obtained from the spontaneous, fast, unconscious and uncontrolled thinking process; 2) students had misconception; 3) students had tendency to memorize the formula and imitate the completion procedure; 4) students experienced fuzzy memory when solving the problem. From the mistakes among students who experienced pseudo thinking, their metacognition ability could be inferred.

Patterns of examination anxiety among secondary school students ...

African Journals Online (AJOL)

Anxiety is a negative emotion which affects human beings irrespective of social status. However, individuals exhibit anxiety in different forms. This study therefore investigated the patterns of examination anxiety among secondary school students in Ilorin metropolis, Nigeria. The influence of variables of gender and school ...

Helping Students Get Past Math Anxiety

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Scarpello, Gary

2007-01-01

Math anxiety can begin as early as the fourth grade and peaks in middle school and high school. It can be caused by past classroom experiences, parental influences, and remembering poor past math performance. Math anxiety can cause students to avoid challenging math courses and may limit their career choices. It is important for teachers, parents…

STUDENTS OF ECONOMICS’ ANXIETY TOWARDS ENGLISH LANGUAGE LEARNING

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Gulnara Faritovna Kalganova

2016-02-01

Full Text Available This study explores language anxiety which has shown a substantially negative impact on performance. This paper reveals four related levels of language anxiety such as communication apprehension, test anxiety, fear of negative evaluation, level of language performance, and their correlations with macro and micro social variables like age, gender, bilingual environment.A total 103 male and female English-language learners of the Economic faculty, Federal Kazan University, completed two questionnaires: a background questionnaire and the Foreign Language Classroom Anxiety Scale.The results showed that girls experience greater psychological discomfort in the process of foreign language learning; the greatest concern of students is language anxiety in test situations; first-year students as a whole are more susceptible to language anxiety.The task of a teacher is to create a favorable psychological climate in the classroom of a foreign language in order to removing barriers to development and a better perception of the subject matter.

Smelling Anxiety Chemosignals Impairs Clinical Performance of Dental Students.

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Singh, Preet Bano; Young, Alix; Lind, Synnøve; Leegaard, Marie Cathinka; Capuozzo, Alessandra; Parma, Valentina

2018-05-15

Despite the fact that human body odors can transfer anxiety-related signals, the impact of such signals in real-life situations is scant. In this study, the effects of anxiety chemosignals on the performance of dental students operating on simulation units, wearing t-shirts imbued with human sweat and masked with eugenol were tested. Twenty-four 4th year dental students (17F) donated their body odors in two sessions (Anxiety and Rest). Twenty-four normosmic, sex- and age-matched test subjects who were3rd year dental students performed three dental procedures while smelling masked anxiety body odors, masked rest body odors or masker alone. The intensity and pleasantness ratings showed that the test subjects could not report perceptual differences between the odor conditions. When exposed to masked anxiety body odors the test subject's dental performance was significantly worse than when they were exposed to masked rest body odors and masker alone, indicating that their performance was modulated by exposure to the emotional tone of the odor. These findings call for a careful evaluation of the anxiety-inducing effects of body odors in performance-related tasks and provide the first ecological evaluation of human anxiety chemosignal communication.

Stress and Anxiety Management in Nursing Students: Biofeedback and Mindfulness Meditation.

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Ratanasiripong, Paul; Park, Janet F; Ratanasiripong, Nop; Kathalae, Duangrat

2015-09-01

The current study investigated the efficacy of two brief intervention programs-biofeedback and mindfulness meditation-on levels of state anxiety and perceived stress in second-year Thai nursing students as they began clinical training. Eighty-nine participants from a public nursing college in Thailand were randomly assigned to one of three groups: biofeedback group, mindfulness meditation group, or a control group. All participants were given pre- and postintervention surveys, which included demographic information; the State-Trait Anxiety Inventory (State Anxiety Scale); and the Perceived Stress Scale. Findings indicated that biofeedback significantly reduced anxiety and maintained stress levels in nursing students. Mindfulness meditation similarly decreased anxiety levels, while also significantly lowering stress levels. The biofeedback group exhibited significant reduction in anxiety levels among the three groups at postintervention. Despite stressors and demands nursing students experience as they begin clinical practice, study findings support the use of biofeedback and mindfulness meditation interventions to assist nursing students in managing stress and anxiety. Copyright 2015, SLACK Incorporated.

Higher emotional intelligence is related to lower test anxiety among students

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Ahmadpanah, Mohammad; Keshavarz, Mohammadreza; Haghighi, Mohammad; Jahangard, Leila; Bajoghli, Hafez; Sadeghi Bahmani, Dena; Holsboer-Trachsler, Edith; Brand, Serge

2016-01-01

Background For students attending university courses, experiencing test anxiety (TA) dramatically impairs cognitive performance and success at exams. Whereas TA is a specific case of social phobia, emotional intelligence (EI) is an umbrella term covering interpersonal and intrapersonal skills, along with positive stress management, adaptability, and mood. In the present study, we tested the hypothesis that higher EI and lower TA are associated. Further, sex differences were explored. Method During an exam week, a total of 200 university students completed questionnaires covering sociodemographic information, TA, and EI. Results Higher scores on EI traits were associated with lower TA scores. Relative to male participants, female participants reported higher TA scores, but not EI scores. Intrapersonal and interpersonal skills and mood predicted low TA, while sex, stress management, and adaptability were excluded from the equation. Conclusion The pattern of results suggests that efforts to improve intrapersonal and interpersonal skills, and mood might benefit students with high TA. Specifically, social commitment might counteract TA. PMID:26834474

Anxiety levels in employees and students in psychiatric nursing

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Urban Bole

2016-03-01

Full Text Available Introduction: Several research finding indicate that nursing care professionals are often faced with situations which may lead to anxiety. The aim of the present research was to determine the prevalence and typical signs of anxiety among nursing employees and nursing students in psychiatric settings. Methods: The Burns Anxiety Inventory was used as an assessment tool to measure anxiety. The research sample consisted of 242 participants. The data collected were processed by the descriptive statistics, Leveneʹs test, the ANOVA statistical test, the Welchʹs t-test, and the post hoc analysis. Pearsonʹs correlation coefficient was used to measure the strength of the association between the variables. Results: The results of the current study show that nearly half of the participants experience anxiety, but the differences were noted as regards their anxiety thoughts (p = 0.039. Anxiety feelings are more prevalent in female students (p = 0.046. Habitual smokers (p = 0.030 and casual smokers (p = 0.020 are more likely to develop anxious feelings and physical signs of anxiety. The anxiety signs are also more pronounced in the respondents with self-assessed lower economic status (p = 0.001 and poor self-rated health (p = 0.0001. Discussion and conclusion: The professionals and students in psychiatric nursing often encounter situations conducive to the development of anxiety. Further studies on the current topic are therefore recommended to design adequate educational programmes to timely recognise anxiety symptoms and to implement mutual and self-help measure.

Factors associated to depression and anxiety in medical students: a multicenter study

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Fernanda Brenneisen Mayer

2016-10-01

Full Text Available Abstract Background To evaluate personal and institutional factors related to depression and anxiety prevalence of students from 22 Brazilian medical schools. Methods The authors performed a multicenter study (August 2011 to August 2012, examining personal factors (age, sex, housing, tuition scholarship and institutional factors (year of the medical training, school legal status, location and support service in association with scores of Beck Depression Inventory (BDI and State Trait Anxiety Inventory (STAI. Results Of 1,650 randomly selected students, 1,350 (81.8 % completed the study. The depressive symptoms prevalence was 41 % (BDI > 9, state-anxiety 81.7 % and trait-anxiety in 85.6 % (STAI > 33. There was a positive relationship between levels of state (r = 0,591, p < 0.001 and trait (r = 0,718, p < 0.001 anxiety and depression scores. All three symptoms were positively associated with female sex and students from medical schools located in capital cities of both sexes. Tuition scholarship students had higher state-anxiety but not trait-anxiety or depression scores. Medical students with higher levels of depression and anxiety symptoms disagree more than their peers with the statements “I have adequate access to psychological support” and “There is a good support system for students who get stressed”. Conclusions The factors associated with the increase of medical students’ depression and anxiety symptoms were female sex, school location and tuition scholarship. It is interesting that tuition scholarship students showed state-anxiety, but not depression and trait-anxiety symptoms.

Using collaborative two-stage examinations to address test anxiety in a large enrollment gateway course.

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Fournier, Kimberly A; Couret, Jannelle; Ramsay, Jason B; Caulkins, Joshua L

2017-09-01

Large enrollment foundational courses are perceived as "high stakes" because of their potential to act as barriers for progression to the next course or admittance to a program. The nature of gateway courses makes them ideal settings to explore the relationship between anxiety, pedagogical interventions, and student performance. Here, two-stage collaborative examinations were implemented to improve test-taking skills and address widespread test anxiety in an introductory human anatomy course. Test anxiety data were collected (using the Motivated Strategies for Learning Questionnaire) before the first examination and last examination. Most students experienced decreased test anxiety over the course of the semester; however, some students may have experienced performance limiting conditions due to test anxiety at the end of the semester based on academic ability in the course (in "C" students when compared to "A" students: P < 0.00006 and "B" students: P < 0.05), overall academic ability (in academically weaker students: P < 0.025), and demographic factors (in women: P < 0.025). The strongest performances on examinations were primarily observed in already academically strong students (mean individual performance: P < 0.000, mean group performance: P < 0.000). Furthermore, changes in test anxiety were not significantly associated with the group portion of the examinations. Patterns of changes in test anxiety over the course of the semester underscore a complex interaction between test anxiety, student background, and student performance. Results suggest that pathways for test anxiety in "high stakes" courses may be separate from the mechanisms responsible for the benefits of collaborative testing. Anat Sci Educ 10: 409-422. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Social Anxiety and Sociometric Nomination in Spanish Students of Compulsory Secondary Education.

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Delgado, Beatriz; Inglés, Cándido J; Aparisi, David; García-Fernández, José M

2016-07-18

Adolescents with social anxiety can manifest great interference in their relationship with classmates and other peers, as well as in their school performance. The aim of this study was to analyze the sociometric nominations and assessment of students with high social anxiety by their peers and teachers, and to determine whether these assessments differ significantly between evaluators (peers vs. teachers), in a sample of 2022 (51.1% male) Spanish adolescents aged between 12 and 16 years. Social anxiety was assessed using the Social Phobia and Anxiety Inventory questionnaire. Sociometric identification and assessment of various educational aspects of the students was performed through the Socio program and Teacher assessment scales, respectively. Results show that students with high social anxiety were nominated by peers as popular, rejected and neglected with the same frequency and proportionately less nominated as leaders, friendly, cooperative, and quarrelsome students than those without high social anxiety (d .97). Finally, peers significantly nominated students with high social anxiety more as leaders, cooperative, quarrelsome, obedient and good students than their teachers (d social anxiety are valued and nominated by their peers and teachers differently.

Depression, stress and anxiety in medical students: A cross-sectional comparison between students from different semesters.

Science.gov (United States)

Moutinho, Ivana Lúcia Damásio; Maddalena, Natalia de Castro Pecci; Roland, Ronald Kleinsorge; Lucchetti, Alessandra Lamas Granero; Tibiriçá, Sandra Helena Cerrato; Ezequiel, Oscarina da Silva; Lucchetti, Giancarlo

2017-01-01

To compare the prevalence of anxiety, depression, and stress in medical students from all semesters of a Brazilian medical school and assess their respective associated factors. A cross-sectional study of students from the twelve semesters of a Brazilian medical school was carried out. Students filled out a questionnaire including sociodemographics, religiosity (DUREL - Duke Religion Index), and mental health (DASS-21 - Depression, Anxiety, and Stress Scale). The students were compared for mental health variables (Chi-squared/ANOVA). Linear regression models were employed to assess factors associated with DASS-21 scores. 761 (75.4%) students answered the questionnaire; 34.6% reported depressive symptomatology, 37.2% showed anxiety symptoms, and 47.1% stress symptoms. Significant differences were found for: anxiety - ANOVA: [F = 2.536, p=0.004] between first and tenth (p=0.048) and first and eleventh (p=0.025) semesters; depression - ANOVA: [F = 2.410, p=0.006] between first and second semesters (p=0.045); and stress - ANOVA: [F = 2.968, p=0.001] between seventh and twelfth (p=0.044), tenth and twelfth (p=0.011), and eleventh and twelfth (p=0.001) semesters. The following factors were associated with (a) stress: female gender, anxiety, and depression; (b) depression: female gender, intrinsic religiosity, anxiety, and stress; and (c) anxiety: course semester, depression, and stress. Our findings revealed high levels of depression, anxiety, and stress symptoms in medical students, with marked differences among course semesters. Gender and religiosity appeared to influence the mental health of the medical students.

Investigating Foreign Language Learning Anxiety: A Case of Saudi Undergraduate EFL Learners

OpenAIRE

AL-KHASAWNEH, FADI MAHER

2016-01-01

This study investigates the level and sources of foreign language learning anxiety experienced by Saudi students studying at King Khalid University (KKU). It also aims to examine the differences between the level of language anxiety and the students’ study level. For this purpose, 97 English majored students from different levels were purposively chosen to participate in this study. The research instrument used in this study was Foreign Language Classroom Anxiety Scales (FLCAS) developed by H...

The cross-sectional study of anxiety levels and ratio of severity of thirteen symptoms of anxiety among medical students

OpenAIRE

Muhammad Arslan Iqbal; Muhammad Waseem Abbas; Muhammad Zohaib Chaudhary; Muhammad Nouman Iqbal; Mohammad Sami Aleem; Rukhsar Javaid; Hasnain Ahmed; Taleea Younas; Faiza Maqsood; Fiza Fatima; Hafiz Hasnain Ahmed; Sana Mushtaq

2016-01-01

Background: Anxiety is defined as physical, behavioral, social and psychological response to treat self-concept characterized by subjective, consciously perceived feelings of tension. Nowadays anxiety is most commonly found among medical students. This study was conducted to find out the anxiety levels and ratio of severity of thirteen symptoms of anxiety. Methods: A questionnaire based study was conducted among 178 medical students which tests the level of anxiety and severity of symptom...

Racial-Ethnic Differences in Social Anxiety among College Students

Science.gov (United States)

LeSure-Lester, G. Evelyn; King, Nancy

2004-01-01

The present study investigated racial-ethnic differences in social anxiety among college students in two-year colleges. The sample consisted of 189 Asian American, African American, White American, and Hispanic American students from two colleges in the Southeast. Participants completed a questionnaire measure of social anxiety. The results…

Test anxiety levels of board exam going students in Tamil Nadu, India.

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Mary, Revina Ann; Marslin, Gregory; Franklin, Gregory; Sheeba, Caroline J

2014-01-01

The latest report by the National Crime Records Bureau has positioned Tamil Nadu as the Indian state with highest suicide rate. At least in part, this is happening due to exam pressure among adolescents, emphasizing the imperative need to understand the pattern of anxiety and various factors contributing to it among students. The present study was conducted to analyze the level of state anxiety among board exam attending school students in Tamil Nadu, India. A group of 100 students containing 50 boys and 50 girls from 10th and 12th grades participated in the study and their state anxiety before board exams was measured by Westside Test Anxiety Scale. We found that all board exam going students had increased level of anxiety, which was particularly higher among boys and 12th standard board exam going students. Analysis of various demographic variables showed that students from nuclear families presented higher anxiety levels compared to their desired competitive group. Overall, our results showing the prevalence of state anxiety among board exam going students in Tamil Nadu, India, support the recent attempt taken by Tamil Nadu government to improve student's academic performance in a healthier manner by appointing psychologists in all government schools.

Executive Functioning Profiles and Test Anxiety in College Students

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O'Donnell, Patrick S.

2017-01-01

The current study attempted to answer whether a specific executive functioning profile for individuals with test anxiety exists and whether deficits in working memory are associated with an earlier onset of test anxiety. Two hundred eighty-four undergraduate students completed a survey on test anxiety and self-report measures of test anxiety and…

Dental anxiety among university students and its correlation with their field of study.

Science.gov (United States)

Al-Omari, Wael Mousa; Al-Omiri, Mahmoud Khalid

2009-01-01

This study was designed to investigate the subjective ratings of dental anxiety levels among university students enrolled at Jordan University of Science and Technology. In addition, the present study aimed to explore the sources of dental anxiety and the impact of gender on the perceived dental anxiety and the correlation between field of study and dental anxiety level. The Modified Corah Dental Anxiety Scale was used to measure dental anxiety among the study population. Six hundred subjects were recruited into the study from Jordanian undergraduate students from the faculties of Medicine, Engineering, and Dentistry. Five hundred and thirty five complete questionnaires were returned, which accounts for a response rate of 89.2%. The totals of the mean anxiety scores were the following: Medical students, 13.58%; Engineering students, 13.27% and dental students, 11.22%. About 32% of the study population has scored 15 or more. Dental students had the lowest percentage of those who scored 15 or more. Surprisingly, the medical students were responsible for the highest percentage of those who scored 15 or above. Although women demonstrated statistically higher total dental anxiety scores than men (p= 0.03), the difference between both genders was small and could be clinically insignificant. The students were anxious mostly about tooth drilling and local anesthetic injection. Lack of adequate dental health education may result in a high level of dental anxiety among non-dental university students in Jordan. Further studies are required to identify the correlates of dental anxiety among university students.

Profile of brazilian dental students and its relationship to anxiety levels

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Nayane Cavalcante Ferreira da Silva

2015-06-01

Full Text Available The aim of this study was to evaluate the profile of dental students and its relationship to anxiety levels. The State-Trait Anxiety Inventory was applied to 207 first- to fifth-year undergraduates enrolled in the dentistry program at the School of Pharmacy, Dentistry and Nursing, Federal University of Ceará, Brazil. Participants were aged 17 to 29 years, and the maiority were women (57.5%. Students had a weekly workload of up to 40 hours and performed at least two complementary activities, in addition to their undergraduate training. Almost all students (95.7% had attended private high schools and 80.6% lived with their parents or spouses. Regarding parental education, 59.4% of mothers and 55.6% of fathers had a higher education degree. Most students showed medium levels of anxiety according to measurements of state anxiety (53.1% and trait anxiety (81.6%. It can be concluded that more than 50% of students in the Dentistry graduation course of the Federal University of Ceará showed an average level of anxiety, and that the excessive workload and enrichment activities necessary to obtain the undergraduate degree in Dentistry probably can be influencing the anxiety levels of students, however, more studies and statistical tests should be performed to identify the root causes in order to preserve the mental health of these future dentists.

Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major

Science.gov (United States)

2017-01-01

Many researchers have called for implementation of active learning practices in undergraduate science classrooms as one method to increase retention and persistence in STEM, yet there has been little research on the potential increases in student anxiety that may accompany these practices. This is of concern because excessive anxiety can decrease student performance. Levels and sources of student anxiety in three introductory biology lecture classes were investigated via an online survey and student interviews. The survey (n = 327) data revealed that 16% of students had moderately high classroom anxiety, which differed among the three classes. All five active learning classroom practices that were investigated caused student anxiety, with students voluntarily answering a question or being called on to answer a question causing higher anxiety than working in groups, completing worksheets, or answering clicker questions. Interviews revealed that student anxiety seemed to align with communication apprehension, social anxiety, and test anxiety. Additionally, students with higher general anxiety were more likely to self-report lower course grade and the intention to leave the major. These data suggest that a subset of students in introductory biology experience anxiety in response to active learning, and its potential impacts should be investigated. PMID:28771564

The effect of assertiveness training on student's academic anxiety.

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Mohebi, S; Sharifirad, G H R; Shahsiah, M; Botlani, S; Matlabi, M; Rezaeian, M

2012-03-01

Academic anxiety is an important educational problem that affects millions of students in colleges and schools over the world each year. Although a low level of anxiety can cause positive motivation for improvement of educational functioning, high levels of it can cause a disturbance in concentration, attention, storage of knowledge, recall and educational reduction. It has also been recently determined that there is a relationship between anxiety and assertiveness. Therefore, this study is an attempt to determine the effect of assertiveness training on reducing anxiety levels in pre-college academic students in Gonabad city in 2008. In this clinical trial study, all the pre-college students of Gonabad city were invited to participate and 89 students were divided into experimental and control groups. There were 3 questionnaires, namely demographic, academic anxiety and assertiveness Rathus questionnaires in which the validity and reliability were calculated and approved. The intervention for the experimental group was 5 sessions of assertiveness training using the PRECEDE model and 1 session for parents and teachers to help and support the intervention program. We had a post-test 8 weeks after the last training session for each group was conducted. The data was analyzed by SPSS. The results showed that anxiety levels and decisiveness in the target group were moderate to high and it is seen as a significant reverse relationship between these two factors (r = -0.69 and p anxiety decrease in the experimental group after the intervention. On the one hand, there was a significant increase in decisiveness for both groups, but there was not a significant difference between academic anxiety and assertiveness in the control group.before and after the intervention. Due to a significant decrease in anxiety and increased decisiveness in the experimental group, it can be claimed that assertiveness training is an effective non-pharmacological method for reducing academic anxiety

Disordered gambling and co-morbidity of psychiatric disorders among college students: an examination of problem drinking, anxiety and depression.

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Martin, Ryan J; Usdan, Stuart; Cremeens, Jennifer; Vail-Smith, Karen

2014-06-01

We assessed the occurrence of co-morbid psychiatric disorders (i.e., problem drinking, anxiety, and depression) among college students who met the threshold for disordered gambling. The participants included a large sample of undergraduate students (n = 1,430) who were enrolled in an introductory health course at a large, southeastern university in Spring 2011 and completed an online assessment that included scales to assess disordered gambling, problem drinking, anxiety, and depression. We calculated screening scores, computed prevalence rates for each disorder, and calculated Pearson correlations and Chi square tests to examine correlations and co-morbid relationships between the four disorders. Analyses indicated that all disorders were significantly associated (p students who experience disordered gambling (and other psychiatric disorders) are at increased risk of experiencing co-occurring disorders, it might be useful for college health professionals to concurrently screen and intervene for co-occurring disorders.

Subjective and Objective Assessment of Mathematics Anxiety Levels among College Students

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Baloğlu, Mustafa

2015-01-01

The study investigated the relationship between college students’ subjective and objective assessment of mathematics anxiety levels. Students rated their general and current mathematics anxiety levels, mathematical ability levels, and confidence in doing mathematics. The Revised Mathematics Anxiety Rating Scale was used as an objective measure of their mathematics anxiety levels. Participants were 559 students, 406 (72.6%) women and 151 (27.0%) men. Results showed that perceived general mathe...

The Influence of Experiencing Success in Math on Math Anxiety, Perceived Math Competence, and Math Performance

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Jansen, Brenda R. J.; Louwerse, Jolien; Straatemeier, Marthe; Van der Ven, Sanne H. G.; Klinkenberg, Sharon; Van der Maas, Han L. J.

2013-01-01

It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a computer-adaptive program. A total of 207 children (grades 3-6)…

Frequency of depression, anxiety and stress among the undergraduate physiotherapy students.

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Syed, Annosha; Ali, Syed Shazad; Khan, Muhammad

2018-01-01

To assess the frequency of Depression, Anxiety and Stress (DAS) among the undergraduate physiotherapy students. A descriptive cross sectional study was conducted in various Physiotherapy Institutes in Sindh, Pakistan among undergraduate physiotherapy students. The total duration of this study was 4 months from September, 2016 to January, 2017. Data was collected from 267 students with no physical and mental illness; more than half were female students 75.3%. They were selected through Non probability purposive sampling technique. A self-administered standardized DASS (depression, anxiety and stress scale) was used to collect data and result was analyzed using its severity rating index. Data was entered and analyzed by using SPSS version 21. Descriptive statistics including the frequency of depression, anxiety, stress and demographic characteristic of the participant was collected. The mean age of students was 19.3371±1.18839 years. The Frequency of depression, anxiety and stress found among undergraduates Physiotherapy students was 48.0%, 68.54% and 53.2%, respectively. It was observed that the frequency of depression, anxiety and stress among physiotherapy undergraduates students were high. It suggests the urgent need of carrying out evidence based Psychological health promotion for undergraduate Physiotherapy students to control this growing problem.

A study of statistics anxiety levels of graduate dental hygiene students.

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Welch, Paul S; Jacks, Mary E; Smiley, Lynn A; Walden, Carolyn E; Clark, William D; Nguyen, Carol A

2015-02-01

In light of increased emphasis on evidence-based practice in the profession of dental hygiene, it is important that today's dental hygienist comprehend statistical measures to fully understand research articles, and thereby apply scientific evidence to practice. Therefore, the purpose of this study was to investigate statistics anxiety among graduate dental hygiene students in the U.S. A web-based self-report, anonymous survey was emailed to directors of 17 MSDH programs in the U.S. with a request to distribute to graduate students. The survey collected data on statistics anxiety, sociodemographic characteristics and evidence-based practice. Statistic anxiety was assessed using the Statistical Anxiety Rating Scale. Study significance level was α=0.05. Only 8 of the 17 invited programs participated in the study. Statistical Anxiety Rating Scale data revealed graduate dental hygiene students experience low to moderate levels of statistics anxiety. Specifically, the level of anxiety on the Interpretation Anxiety factor indicated this population could struggle with making sense of scientific research. A decisive majority (92%) of students indicated statistics is essential for evidence-based practice and should be a required course for all dental hygienists. This study served to identify statistics anxiety in a previously unexplored population. The findings should be useful in both theory building and in practical applications. Furthermore, the results can be used to direct future research. Copyright © 2015 The American Dental Hygienists’ Association.

Mathematics Anxiety and Statistics Anxiety. Shared but Also Unshared Components and Antagonistic Contributions to Performance in Statistics

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Paechter, Manuela; Macher, Daniel; Martskvishvili, Khatuna; Wimmer, Sigrid; Papousek, Ilona

2017-01-01

In many social science majors, e.g., psychology, students report high levels of statistics anxiety. However, these majors are often chosen by students who are less prone to mathematics and who might have experienced difficulties and unpleasant feelings in their mathematics courses at school. The present study investigates whether statistics anxiety is a genuine form of anxiety that impairs students' achievements or whether learners mainly transfer previous experiences in mathematics and their anxiety in mathematics to statistics. The relationship between mathematics anxiety and statistics anxiety, their relationship to learning behaviors and to performance in a statistics examination were investigated in a sample of 225 undergraduate psychology students (164 women, 61 men). Data were recorded at three points in time: At the beginning of term students' mathematics anxiety, general proneness to anxiety, school grades, and demographic data were assessed; 2 weeks before the end of term, they completed questionnaires on statistics anxiety and their learning behaviors. At the end of term, examination scores were recorded. Mathematics anxiety and statistics anxiety correlated highly but the comparison of different structural equation models showed that they had genuine and even antagonistic contributions to learning behaviors and performance in the examination. Surprisingly, mathematics anxiety was positively related to performance. It might be that students realized over the course of their first term that knowledge and skills in higher secondary education mathematics are not sufficient to be successful in statistics. Part of mathematics anxiety may then have strengthened positive extrinsic effort motivation by the intention to avoid failure and may have led to higher effort for the exam preparation. However, via statistics anxiety mathematics anxiety also had a negative contribution to performance. Statistics anxiety led to higher procrastination in the structural

Mathematics Anxiety and Statistics Anxiety. Shared but Also Unshared Components and Antagonistic Contributions to Performance in Statistics.

Science.gov (United States)

Paechter, Manuela; Macher, Daniel; Martskvishvili, Khatuna; Wimmer, Sigrid; Papousek, Ilona

2017-01-01

In many social science majors, e.g., psychology, students report high levels of statistics anxiety. However, these majors are often chosen by students who are less prone to mathematics and who might have experienced difficulties and unpleasant feelings in their mathematics courses at school. The present study investigates whether statistics anxiety is a genuine form of anxiety that impairs students' achievements or whether learners mainly transfer previous experiences in mathematics and their anxiety in mathematics to statistics. The relationship between mathematics anxiety and statistics anxiety, their relationship to learning behaviors and to performance in a statistics examination were investigated in a sample of 225 undergraduate psychology students (164 women, 61 men). Data were recorded at three points in time: At the beginning of term students' mathematics anxiety, general proneness to anxiety, school grades, and demographic data were assessed; 2 weeks before the end of term, they completed questionnaires on statistics anxiety and their learning behaviors. At the end of term, examination scores were recorded. Mathematics anxiety and statistics anxiety correlated highly but the comparison of different structural equation models showed that they had genuine and even antagonistic contributions to learning behaviors and performance in the examination. Surprisingly, mathematics anxiety was positively related to performance. It might be that students realized over the course of their first term that knowledge and skills in higher secondary education mathematics are not sufficient to be successful in statistics. Part of mathematics anxiety may then have strengthened positive extrinsic effort motivation by the intention to avoid failure and may have led to higher effort for the exam preparation. However, via statistics anxiety mathematics anxiety also had a negative contribution to performance. Statistics anxiety led to higher procrastination in the structural

Mathematics Anxiety and Statistics Anxiety. Shared but Also Unshared Components and Antagonistic Contributions to Performance in Statistics

Directory of Open Access Journals (Sweden)

Manuela Paechter

2017-07-01

Full Text Available In many social science majors, e.g., psychology, students report high levels of statistics anxiety. However, these majors are often chosen by students who are less prone to mathematics and who might have experienced difficulties and unpleasant feelings in their mathematics courses at school. The present study investigates whether statistics anxiety is a genuine form of anxiety that impairs students' achievements or whether learners mainly transfer previous experiences in mathematics and their anxiety in mathematics to statistics. The relationship between mathematics anxiety and statistics anxiety, their relationship to learning behaviors and to performance in a statistics examination were investigated in a sample of 225 undergraduate psychology students (164 women, 61 men. Data were recorded at three points in time: At the beginning of term students' mathematics anxiety, general proneness to anxiety, school grades, and demographic data were assessed; 2 weeks before the end of term, they completed questionnaires on statistics anxiety and their learning behaviors. At the end of term, examination scores were recorded. Mathematics anxiety and statistics anxiety correlated highly but the comparison of different structural equation models showed that they had genuine and even antagonistic contributions to learning behaviors and performance in the examination. Surprisingly, mathematics anxiety was positively related to performance. It might be that students realized over the course of their first term that knowledge and skills in higher secondary education mathematics are not sufficient to be successful in statistics. Part of mathematics anxiety may then have strengthened positive extrinsic effort motivation by the intention to avoid failure and may have led to higher effort for the exam preparation. However, via statistics anxiety mathematics anxiety also had a negative contribution to performance. Statistics anxiety led to higher procrastination in

Correlates of depression, anxiety and stress among Malaysian university students.

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Shamsuddin, Khadijah; Fadzil, Fariza; Ismail, Wan Salwina Wan; Shah, Shamsul Azhar; Omar, Khairani; Muhammad, Noor Azimah; Jaffar, Aida; Ismail, Aniza; Mahadevan, Raynuha

2013-08-01

University students face not only challenges related with independent living, but also academic challenges. This predisposes them to depression, anxiety and stress, which are fairly common. The aim was to assess the prevalence of depression, anxiety and stress, and identify their correlates among university students. A cross-sectional study was conducted on 506 students between the ages of 18 and 24 years from four public universities in the Klang Valley, Malaysia. Through an anonymous, self administered questionnaire, they were assessed by the Depression Anxiety Stress Scale-21 (DASS-21). Data on socio-demographic, family characteristics and living arrangement were also obtained. Student's t-test and one-way ANOVA were used to explore association between these aspects. Analysis showed among all students, 27.5% had moderate, and 9.7% had severe or extremely severe depression; 34% had moderate, and 29% had severe or extremely severe anxiety; and 18.6% had moderate and 5.1% had severe or extremely severe stress scores based on the DASS-21 inventory. Both depression and anxiety scores were significantly higher among older students (20 and above) and those born in rural areas. Whereas, higher stress scores were significantly higher among older students (20 and above), females, Malays and those whose family had either low or high incomes compared to those with middle incomes. The prevalence of anxiety is much higher than either depression or stress, with some differences in their correlates except for age. These differences need to be further explored for development of better intervention programs and appropriate support services targeting this group. Copyright © 2013 Elsevier B.V. All rights reserved.

Prevalence of psychological stress, depression and anxiety among medical students in Egypt.

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Fawzy, Mohamed; Hamed, Sherifa A

2017-09-01

Poor psychological health in medical students has been reported nationwide. This study estimated the prevalence of depression, anxiety and stress symptoms among medical students who were enrolled in a public university in Upper Egypt and determine the association of these morbidities with the students' basic socio-demographic variables. This cross-sectional study included 700 students. A self-administered, questionnaire for the socio-demographic characteristics, Depression Anxiety Stress Scale (DASS 21) and Pittsburgh Sleep Quality Index (PSQI) questionnaire were used for assessment. High frequencies of depression (65%), anxiety (73%) and stress (59.9%) were reported. Stress scores were significantly higher than depression and anxiety (P=0.001). 55.7% were poor sleepers. In univarate analysis, females, those living in the University campus/students' residence facility, in the preclinical years and with lower academic achievement had higher scores of DASS and PSQI compared to their comparative partners. Significant correlations were reported between stress with depression, anxiety and PQSI scores (P=0.0001). In multivariate analysis, stress scores were significantly associated with female sex, depression and anxiety scores. We conclude that depression, anxiety and stress symptoms are common in medical students of Assiut University relative to other schools and female gender was significantly correlated with these findings. Copyright © 2017 Elsevier Ireland Ltd. All rights reserved.

Role of Academic Self-efficacy and Social Support on Nursing Students' Test Anxiety.

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Warshawski, Sigalit; Bar-Lev, Oshra; Barnoy, Sivia

2018-05-25

Associations between test anxiety, academic self-efficacy (ASE), and social support through social media have not been fully explored. The purposes were to explore associations between test anxiety, ASE, and social support from social media and to examine differences in test anxiety by students' year of studies and cultural background. This study used a cross-sectional, descriptive design. The sample comprised first- and fourth-year nursing students (n = 240) attending a baccalaureate nursing program in Israel. Higher ASE and support through social media were related to lower test anxiety. Fourth-year students and Jewish students had higher ASE than first-year and Arab students, who received more support on social media than Jewish students. Developing learning strategies designed to increase students' ASE and reduce test anxiety is warranted. Social media as an educational tool can be adopted for this purpose.

Student Attitudes, Student Anxieties, and How to Address Them; A handbook for science teachers

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Kastrup, Helge

2016-02-01

This book is based on a commitment to teaching science to everybody. What may work for training professional scientists does not work for general science education. Students bring to the classrooms preconceived attitudes, as well as the emotional baggage called 'science anxiety'. Students may regard science as cold, unfriendly, and even inherently hostile and biased against women. This book has been designed to deal with each of these issues and results from research in both Denmark and the USA. The first chapter discusses student attitudes towards science and the second discusses science anxiety. The connection between the two is discussed before the introduction of constructivism as a pedagogy that can aid science learning if it also addresses attitudes and anxieties. Much of the book elucidates what the authors have learned as science teachers and science education researchers. They studied various groups including university students majoring in the sciences, mathematics, humanities, social sciences, business, nursing, and education; high-school students; teachers' seminary students; science teachers at all levels from middle school through college; and science administrators. The insights of these groups constitute the most important feature of the book, and by sharing them, the authors hope to help their fellow science teachers to understand student attitudes about science, to recognize the connections between these and science anxiety, and to see how a pedagogy that takes these into account can improve science learning.

A yoga intervention for music performance anxiety in conservatory students.

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Stern, Judith R S; Khalsa, Sat Bir S; Hofmann, Stefan G

2012-09-01

Music performance anxiety can adversely affect musicians. There is a need for additional treatment strategies, especially those that might be more acceptable to musicians than existing therapies. This pilot study examined the effectiveness of a 9-week yoga practice on reducing music performance anxiety in undergraduate and graduate music conservatory students, including both vocalists and instrumentalists. The intervention consisted of fourteen 60-minute yoga classes approximately twice a week and a brief daily home practice. Of the 24 students enrolled in the study, 17 attended the post-intervention assessment. Participants who completed the measures at both pre- and post-intervention assessments showed large decreases in music performance anxiety as well as in trait anxiety. Improvements were sustained at 7- to 14-month follow-up. Participants generally provided positive comments about the program and its benefits. This study suggests that yoga is a promising intervention for music performance anxiety in conservatory students and therefore warrants further research.

Test anxiety and self-esteem in senior high school students: a cross-sectional study.

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Sarı, Seda Aybüke; Bilek, Günal; Çelik, Ekrem

2018-02-01

In this study, it is aimed to determine the level of test anxiety and self-esteem in the high school students preparing for the university exam in Bitlis, Turkey, and to investigate the effect of test anxiety on self-esteem. Seven-hundred and twenty-four high school students who were preparing for the university entrance examination in Bitlis participated in the study. A questionnaire which includes socio-demographic data form, Rosenberg Self-Esteem Scale and Revised Test Anxiety Scale was prepared as an e-questionnaire for the students to fill easily and uploaded to the Bitlis State Hospital's website. Schools were called and informed for the students to fill out the e-questionnaire on the Internet. The most important findings from our study are that gender is influential on test anxiety and self-esteem score and test anxiety level are negatively correlated. It was observed that female students had more test anxiety than male students and those who had higher self-esteem had less test anxiety. Consequently, our study shows that university entrance examination creates anxiety on students and reduces self-esteem, especially in female students.

Higher emotional intelligence is related to lower test anxiety among students

Directory of Open Access Journals (Sweden)

Ahmadpanah M

2016-01-01

Full Text Available Mohammad Ahmadpanah,1 Mohammadreza Keshavarz,1 Mohammad Haghighi,1 Leila Jahangard,1 Hafez Bajoghli,2 Dena Sadeghi Bahmani,3 Edith Holsboer-Trachsler,3 Serge Brand3,4 1Behavioral Disorders and Substances Abuse, Research Center, Hamadan University of Medical Sciences, Hamadan, Iran; 2Iranian National Center for Addiction Studies (INCAS, Iranian Institute for Reduction of High-Risk Behaviors, Tehran University of Medical Sciences, Tehran, Iran; 3Psychiatric Clinics of the University of Basel, Center for Affective, Stress and Sleep Disorders, 4Department of Sport, Exercise and Health Science, Sport Science Section, University of Basel, Basel, Switzerland Background: For students attending university courses, experiencing test anxiety (TA dramatically impairs cognitive performance and success at exams. Whereas TA is a specific case of social phobia, emotional intelligence (EI is an umbrella term covering interpersonal and intrapersonal skills, along with positive stress management, adaptability, and mood. In the present study, we tested the hypothesis that higher EI and lower TA are associated. Further, sex differences were explored.Method: During an exam week, a total of 200 university students completed questionnaires covering sociodemographic information, TA, and EI.Results: Higher scores on EI traits were associated with lower TA scores. Relative to male participants, female participants reported higher TA scores, but not EI scores. Intrapersonal and interpersonal skills and mood predicted low TA, while sex, stress management, and adaptability were excluded from the equation.Conclusion: The pattern of results suggests that efforts to improve intrapersonal and interpersonal skills, and mood might benefit students with high TA. Specifically, social commitment might counteract TA. Keywords: test anxiety, emotional intelligence, students, interpersonal skills, intrapersonal skills

A Cross-Cultural Study of Anxiety among Chinese and Caucasian American University Students

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Xie, Dong; Leong, Frederick T. L.

2008-01-01

This study investigated the cross-cultural differences on state, trait, and social anxiety between Chinese and Caucasian American university students. Chinese students reported higher levels of social anxiety than did Caucasian American students. Correlations between trait and state anxiety were compared in light of the trait model of…

Identifying Maths Anxiety in Student Nurses and Focusing Remedial Work

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Bull, Heather

2009-01-01

Maths anxiety interferes with maths cognition and thereby increases the risk of maths errors. To initiate strategies for preventing anxiety-related errors progressing into nursing practice, this study explored the hypothesis that student nurses experience high maths anxiety in association with poor maths performance, and that high maths anxiety is…

Efficacy of behavioral intervention in reducing anxiety and depression among medical students

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A Velayudhan

2010-01-01

Full Text Available Background: Now a days, college students frequently have more complex problems than they used to have over a decade ago - greater difficulties in relationships; and more severe problems, such as depression, anxiety and thoughts of suicide. Counseling helps students to understand themselves and the world around them, and to adjust themselves more efficiently and appropriately to other fellow beings. Aim: To determine as to what extent the medical students were able to cope up with their anxiety and depression with the help of counseling. Materials and Methods: In the experimental design ′Before-and -after with control design′, Beck Anxiety Inventory and Beck Depression Inventory were administered to 120 medical students who were randomly selected from a private medical college, comprising of 30 males and 30 females in each of the two groups, viz., the experimental group and the control group. Statistical analysis: Means, standard deviations, t test and one-way ANOVA were used to analyze the data. Results: Anxiety and depression among the students were found to be reduced after counseling. Male and female students in the experimental group showed decrease in the levels of anxiety and depression; whereas the control group, which did not get the benefit of counseling, continued to have the same levels of anxiety and depression. Conclusion: Counseling is helpful in building self-confidence and the capacity to adjust, by reducing anxiety and depression among medical college students.

Relationships between physical education students' motivational profiles, enjoyment, state anxiety, and self-reported physical activity.

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Yli-Piipari, Sami; Watt, Anthony; Jaakkola, Timo; Liukkonen, Jarmo; Nurmi, Jari-Erik

2009-01-01

The purpose of this study was to analyze motivational profiles based on the self-determination theory (Deci and Ryan, 2000) and how these profiles are related to physical education students' enjoyment, state anxiety, and physical activity. The participants, 429 sixth grade students (girls = 216; boys = 213) completed SMS, Sport Enjoyment Scale, PESAS, and Physical Activity Scale. Cluster analyses identified two motivational profiles: 1) the "High motivation profile", in which the students had high intrinsic and extrinsic motivation, and low levels of amotivation, and 2) the "Low motivation profile", in which the students had low intrinsic and extrinsic motivation, and low levels of amotivation. The students in the first cluster enjoyed physical education more and were physically more active. The results revealed that students may be motivated towards physical education lessons both intrinsically and extrinsically, and still experience enjoyment in physical education. Key pointsTWO MOTIVATIONAL PROFILES WERE REVEALED: 1) the "High motivation profile", in which the students had high intrinsic and extrinsic motivation, and low levels of amotivation, and 2) the "Low motivation profile", in which the students had low intrinsic and extrinsic motivation, and low levels of amotivation.The students in the first profile enjoyed physical education more and were physically more active than the students in the second profile.Moreover, the representatives of the "High motivation profile "experienced greater anxiety toward physical education than the representatives of the "Low motivation profile"These findings raised an interesting question whether students engaging in physical education benefit more from the presence of both self-determined and non-self-determined forms of motivation, or are the benefits higher if students are primarily self-determined?

Evaluating High School Students' Anxiety and Self-Efficacy towards Biology

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Çimen, Osman; Yilmaz, Mehmet

2015-01-01

Anxiety and self-efficacy are among the factors that impact students' performance in biology. The current study aims to investigate high school students' perception of biology anxiety and self-efficacy, in relation to gender, grade level, interest in biology, negative experience associated with biology classes, and teachers' approaches in the…

Biofeedback and Counseling for Stress and Anxiety among College Students

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Ratanasiripong, Paul; Sverduk, Kevin; Prince, Judy; Hayashino, Diane

2012-01-01

With the rise in stress and anxiety among college students, there is a need for more comprehensive and effective counseling options for counselors in college counseling centers. This study investigated the impact of using biofeedback and brief counseling in treating stress and anxiety in an ethnically diverse college student population. Results…

Effects of Math Anxiety on Student Success in Higher Education

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Nunez-Pena, M. I.; Suarez-Pellicioni, M.; Bono, R.

2013-01-01

This study examines whether math anxiety and negative attitudes toward mathematics have an effect on university students' academic achievement in a methodological course forming part of their degree. A total of 193 students were presented with a math anxiety test and some questions about their enjoyment, self-confidence and motivation regarding…

Contraceptive Patterns of College Students Who Experienced Early Coitus.

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Vincent, Murray L.; And Others

1981-01-01

A study investigated the coital behavior, contraceptive use, and attitudes of 20-year-old male and female college students who experienced sexual intercourse early in adolescence (at 16 or younger) as contrasted to those who experienced coitus in late adolescence. Results indicate that older adolescents were more likely to use contraceptives and,…

Frequency of anxiety and depression in medical students of a private medical college

International Nuclear Information System (INIS)

Azad, N.

2017-01-01

Depression and anxiety are the common mental disorders with a prevalence of 10-44% in developing countries and is the fourth leading cause of morbidity. Undergraduate medical studies are generally perceived to be more stressful for the students as compared to other undergraduate programs as students have to undergo strenuous curriculum and evaluation which may lead to many emotional stresses that may end with psychiatric disorders like depression and anxiety. This study aimed to determine the frequency of anxiety and depression in medical students of Foundation University Medical College (FUMC), Rawalpindi. Methods: In this cross-sectional study, Beck Depressive Inventory and Beck Anxiety scales were used to assess anxiety and depression at three different times of the Academic year. All five-year students were included in the study. Results: Out of a sample of 150 students, mild depression was seen in 37.46% and moderate to severe depression was observed in 14% students. About 19% of the students had moderate to severe anxiety. In Second year students time of assessment was significantly related to depression and anxiety (p-0.000). Females had higher association with depression in final year (p-0.037). Conclusion: High psychiatric morbidity found needs to be identified and treated at the earliest; otherwise it can lead to serious consequences such as suicidal ideation and burnout. (author)

Stress, anxiety, and depression among medical students in a multiethnic setting.

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Kulsoom, Bibi; Afsar, Nasir Ali

2015-01-01

Contemporary literature suggests that medical education might adversely affect students' mental health. Alfaisal University in Riyadh, Saudi Arabia is a developing institution; hence, there has been a concern regarding the mental well-being of the students. This study was designed to assess the traits of depression, anxiety, and stress among students in relation to potential underlying reasons. All 575 medical students across the 5 years of study participated by filling out the Depression, Anxiety, and Stress Scale-21 (DASS-21) questionnaire anonymously twice. Firstly, 2-3 weeks before a major examination (pre-examination), and secondly, during regular classes (post-examination). Correlation was sought regarding sex, year of scholarship, attendance of a premedical university preparatory program (UPP), housing, and smoking. Subjective comments from students were also obtained. A total of 76.8% and 74.9% of students participated in pre-and post-examination groups, respectively. The majority were the children of expatriate workers in Saudi Arabia, and included Arabs, South Asians, and North Americans. Prevalence of depression, anxiety, and stress was high (43%, 63%, and 41%, respectively) which reduced (to 30%, 47%, and 30%, respectively) to some extent after examinations. Saudis and those who had attended UPP had higher DASS-21 scores. Smoking and female sex predicted higher levels of "baseline" depression, anxiety, or stress. The students perceived the curriculum and schedule to be the primary causes of their high DASS-21 scores. The students had high "baseline" traits of depression, anxiety, and stress, and these were higher if an examination was near, especially among Saudis and those who had attended UPP. Smoking and female sex predicted higher levels of "baseline" depression, anxiety, or stress. Students suggested that study burden and a busy schedule were the major reasons for their high DASS-21 scores.

Effect of Music Practice on Anxiety and Depression of Iranian Dental Students.

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Ghasemi, Mahmood; Lotfollahzadeh, Hana; Kermani-Ranjbar, Tahereh; Kharazifard, Mohammad Javad

2017-05-01

The practice of dentistry has long been associated with high levels of occupational stress and anxiety and music has been shown as a method of reducing stress. Considering the reportedly high level of stress among dental students and its consequences and also considering the positive effect of music therapy, the aim of this study was to evaluate the relationship between music practice and level of stress in dental students. In this analytical, cross-sectional study, 88 students, including 44 with a history of music practice and 44 matched controls without music practice who met the defined inclusion criteria, participated. Upon obtaining written informed consent, all volunteers filled the Beck anxiety inventory (BAI) and Beck depression inventory (BDI) questionnaires. Data were analyzed using the Kolmogorov-Smirnov test, and multiple linear regression test with backward method was used to evaluate the effect of demographic factors on anxiety and depression scores. The level of anxiety was higher in students who did not have music practice and this difference was significant (P0.05). But level of anxiety and depression was higher in students of universities with tuition fee compared to free public institutes (Pmusic practice can reduce anxiety and depression of dental students.

Incorporating social anxiety into a model of college student problematic drinking

OpenAIRE

Ham, Lindsay S.; Hope, Debra A.

2005-01-01

College problem drinking and social anxiety are significant public health concerns with highly negative consequences. College students are faced with a variety of novel social situations and situations encouraging alcohol consumption. The current study involved developing a path model of college problem drinking, including social anxiety, in 316 college students referred to an alcohol intervention due to a campus alcohol violation. Contrary to hypotheses, social anxiety generally had an inver...

Stress, anxiety, and depression among medical students in a multiethnic setting

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Kulsoom B

2015-07-01

Full Text Available Bibi Kulsoom,1 Nasir Ali Afsar2 1Department of Biochemistry, 2Department of Pharmacology, College of Medicine, Alfaisal University, Riyadh, Saudi Arabia Background: Contemporary literature suggests that medical education might adversely affect students’ mental health. Alfaisal University in Riyadh, Saudi Arabia is a developing institution; hence, there has been a concern regarding the mental well-being of the students.Objectives: This study was designed to assess the traits of depression, anxiety, and stress among students in relation to potential underlying reasons.Methods: All 575 medical students across the 5 years of study participated by filling out the Depression, Anxiety, and Stress Scale-21 (DASS-21 questionnaire anonymously twice. Firstly, 2–3 weeks before a major examination (pre-examination, and secondly, during regular classes (post-examination. Correlation was sought regarding sex, year of scholarship, attendance of a premedical university preparatory program (UPP, housing, and smoking. Subjective comments from students were also obtained.Results: A total of 76.8% and 74.9% of students participated in pre- and post-examination groups, respectively. The majority were the children of expatriate workers in Saudi Arabia, and included Arabs, South Asians, and North Americans. Prevalence of depression, anxiety, and stress was high (43%, 63%, and 41%, respectively which reduced (to 30%, 47%, and 30%, respectively to some extent after examinations. Saudis and those who had attended UPP had higher DASS-21 scores. Smoking and female sex predicted higher levels of “baseline” depression, anxiety, or stress. The students perceived the curriculum and schedule to be the primary causes of their high DASS-21 scores.Conclusion: The students had high “baseline” traits of depression, anxiety, and stress, and these were higher if an examination was near, especially among Saudis and those who had attended UPP. Smoking and female sex

The Relationship Between Second Language Anxiety and International Nursing Students Stress

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Khawaja, Nigar G.; Chan, Sabrina; Stein, Georgia

2017-01-01

We examined the relationship between second language anxiety and international nursing student stress after taking into account the demographic, cognitive, and acculturative factors. International nursing students (N = 152) completed an online questionnaire battery. Hierarchical regression analysis revealed that spoken second language anxiety and…

Relationship between Dental Anxiety and Health Locus of Control among Physiotherapy Students

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Pooja Agarwal

2013-01-01

Materials & Method: A total of 152 students participated in the study. Dental anxiety was assessed using the 5 item Modified Dental Anxiety Scale (MDAS and Locus of Control was assessed using the 18 item Multidimensional Health Locus of Control (MHLC scale. Results: A Statistically significant positive correlation was found between the internal dimension of MHLC and dental anxiety. Conclusions: HLC was found to play an important role in predicting the dental anxiety among physiotherapy students.

Students' Ways of Experiencing Human-Centered Design

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Zoltowski, Carla B.

2010-01-01

This study investigated the qualitatively different ways which students experienced human-centered design. The findings of this research are important in developing effective design learning experiences and have potential impact across design education. This study provides the basis for being able to assess learning of human-centered design which…

THE STRATEGIES TO COPE WITH EFL STUDENTS‟ SPEAKING ANXIETY IN CLASSROOM CONVERSATION: STUDENTS AND TEACHER PERSPECTIVE

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Atikah Wati

2017-04-01

Full Text Available This study deals with students‘ anxiety and the strategies to cope with those anxieties from the perspective of students and teacher. Anxiety is important area to be analyze because of: firstly, the research suggests that ―anxiety... may affect the quality of an individual‘s communication or willingness to communicate‖ (Young 1990:58, but also because it affects a large number of students in higher institutions (Campbell & Ortiz 1991:159. Secondly, Students with anxiety disorder exhibit a passive attitude in their studies such as lack of interest in learning, poor performance in exams, and do poorly on assignments. The third, A student with high anxiety can fall behind academically because he or she is distracted and has impaired verbal working memory skills when anxious (Hopko et al., 2005. The common anxiety among university students has been acknowledgement by students and educators. However, the study of anxiety is a real phenomena, the importance of study anxiety is particularly related to the sources of anxiety and how to handle them so that the students can involve the classroom communication smoothly and improve their performance and exam academically. That‘s why this study will reveal the students speaking anxiety in classroom conversation and how to cope with students‘ speaking anxiety based on students and teacher perspective. The result will be gathered from questionnaire to the students and interview to the English teachers.

The Anxiety of PGSD’s Student In The Teaching of Mathemathics

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Wardana, Mahardika Darmawan Kusuma; Amir, Mohammad Faizal

2018-01-01

Mathematics is a subject that has characteristics which different from other subjects. Mathematics subject mostly always splurging on numbers. This causes not all university students like this subject. Many university students are anxious when meeting or even more when teaching these subject. To find out more about the anxiety of students on mathematics, the researchers conducted a research to determine the anxiety that existed in the students while teaching mathematics subject. The method us...

Common difficulties experienced by grade 12 students in learning ...

African Journals Online (AJOL)

The objective of this study was to examine the nature and causes of common difficulties experienced by grade twelve students in learning chemistry in Ebinat preparatory school. A qualitative method was employed to investigate the questions, which used interviews and questionnaires with students and teachers. The key ...

Investigation of health anxiety and its related factors in nursing students

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Zhang Y

2014-07-01

Full Text Available Yuqun Zhang,1,2 Yueqiu Zhao,3 Shengqin Mao,1 Guohong Li,4 Yonggui Yuan1 1Department of Psychosomatics and Psychiatry, Affiliated Zhongda Hospital, Medical School of Southeast University, Nanjing, People’s Republic of China; 2Nursing Faculty of Southeast University, Nanjing, People’s Republic of China; 3Nanjing Health School, Nanjing, People’s Republic of China; 4Nursing Department, Affiliated Zhongda Hospital, Medical School of Southeast University, Nanjing, People’s Republic of China Objective: To explore health anxiety in a sample of nursing students to determine the relationships between health anxiety and life satisfaction, personality, and alexithymia.Methods: Two thousand and eighty-six nursing students in junior college, which were divided into five groups, were evaluated by questionnaires, including the Life Satisfaction Scales Applicable to College Students, the Chinese version of the Short Health Anxiety Inventory, the Toronto Alexithymia Scale (TAS-20, and the Eysenck Personality Questionnaire. Results: The mean age, whether the individual was an only child, residence (urban or rural, and were significantly different between the groups. The self-assessment scores were also significantly different between the groups. The Short Health Anxiety Inventory total score and the factor of fearing the likelihood of becoming ill were significantly negatively correlated with the Life Satisfaction Scales Applicable to College Students total score and its two factors, but were significantly positively correlated with psychoticism, neuroticism, and TAS-20 total scores and its scores of the three TAS-20 factors. The negative consequence scale of Short Health Anxiety Inventory was not significantly correlated with externally oriented thinking, but was significantly negatively correlated with extraversion. A hierarchical multiple regression analysis indicted that objective satisfaction, subjective satisfaction, neuroticism, and the three

Undergraduate student nurses' lived experiences of anxiety during their first clinical practicum: A phenomenological study.

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Sun, Fan-Ko; Long, Ann; Tseng, Yun Shan; Huang, Hui-Man; You, Jia-Hui; Chiang, Chun-Ying

2016-02-01

The Fundamental Nursing clinical practicum is an essential module for nursing students. Some feel stress or anxiety about attending this first placement; however, evidence demonstrates that it is rare to explore the feelings of anxiety felt by the nursing students concerning their first clinical practicum. This study was designed to explore student nurses' experiences of anxiety felt regarding their initial clinical practicum while studying for their University degree. A phenomenological approach was used. A university in Southern Taiwan. A purposive sampling of fifteen student nurses with anxiety reactions who had completed their first clinical practicum. Data were collected using a semi-structured guide and deep interview. Data were analyzed using Colaizzi's seven-step phenomenological method. Three themes surfaced in the findings. The first theme was anxiety around their first clinical practicum, which stirred up anxiety about: self-doubt, worry and fear; difficulty coping with the learning process; worry hampered establishing therapeutic relationships with patients; the progress of the patients' illness could not be predicted; and anxiety felt about lecturer-student interactions. The second theme was three phases of anxiety reactions, which included increasing anxiety before clinical practicum; exacerbated anxiety during clinical practicum, and relief of anxiety after clinical practicum. The third theme was coping behaviors. This comprised: self-reflection in preparation for clinical practicum; finding ways to release emotions; distractions from the anxiety; and, also facing their difficulties head-on. The findings could help raise the awareness of lecturers and students by understanding student nurses' anxiety experiences and facilitating a healthy preparation for their initial clinical practicum, consequently proactively helping reduce potential anxiety experiences. Copyright © 2015 Elsevier Ltd. All rights reserved.

Effect of Music Practice on Anxiety and Depression of Iranian Dental Students

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Mahmood Ghasemi

2017-10-01

Full Text Available Objectives: The practice of dentistry has long been associated with high levels of occupational stress and anxiety and music has been shown as a method of reducing stress. Considering the reportedly high level of stress among dental students and its consequences and also considering the positive effect of music therapy, the aim of this study was to evaluate the relationship between music practice and level of stress in dental students.  Materials and Methods: In this analytical, cross-sectional study, 88 students, including 44 with a history of music practice and 44 matched controls without music practice who met the defined inclusion criteria, participated. Upon obtaining written informed consent, all volunteers filled the Beck anxiety inventory (BAI and Beck depression inventory (BDI questionnaires. Data were analyzed using the Kolmogorov-Smirnov test, and multiple linear regression test with backward method was used to evaluate the effect of demographic factors on anxiety and depression scores.Results: The level of anxiety was higher in students who did not have music practice and this difference was significant (P<0.001. The same was observed for depression (P=0.027. Other factors including age, gender, and being far from family had no significant effect on depression and anxiety (P>0.05. But level of anxiety and depression was higher in students of universities with tuition fee compared to free public institutes (P<0.05.Conclusions: It may be concluded that music practice can reduce anxiety and depression of dental students.

Behavioral Indexes of Test Anxiety in Mathematics among Senior High School Students

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DANIEL MACÍAS-MARTÍNEZ

2008-12-01

Full Text Available The study of Mathematics has been and is still a source of frustration and anxiety for a large number of students. The purpose of this study was to inquire systematically upon levels of test anxiety through behavioral and physiological procedures before and after a Math test, in 205 senior high school students. Academic worries were assessed by means of a computerized task based on the emotional version of the Stroop paradigm designed ex profeso to measure school anxiety (Hernández-Pozo, Macías & Torres, 2004. The Stroop task was administered, along with recordings of blood pressure and pulse, before and after the first Math test of the course. Academic general scores were inverse to the behavioral anxiety level, however the best Math scores were associated to middle levels of behavioral anxiety. Contradictory findings between academic performance in Math and global score, and the apparent lack of gender difference in anxiety measured through behavioral procedures suggests the need to review the generality of previous assertions relating academic performance inversely with levels of anxiety of high school students.

Depression, anxiety and stress as negative predictors of life satisfaction in university students

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Bukhari, S.R.; Saba, F.

2017-01-01

Objective: To study the role of depression, anxiety and stress in prediction of life satisfaction in male and female university students. Methodology: The study involved 200 students, 100 males and 100 females selected by using purposive sampling technique from different universities of Islamabad. Age range of participants was 19-30 years (mean 21.79+-2.970). Depression anxiety stress scale-21 (DASS-21 and Life Satisfaction scale were administered. Data were analyzed on SPSS version 19. Results: The result of present study indicated that depression anxiety and stress significantly predict life satisfaction among male and female university students. Conclusion: University students who are facing depression, anxiety and stress are more vulnerable to low levels of life satisfaction. (author)

The Relationship between Writing Anxiety and Learning Styles among Graduate Students.

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Onwuegbuzie, Anthony J.

1998-01-01

Examines the relationship between learning styles and writing anxiety with female (n=72) and male (n=18) graduate students. Findings reveal that students with the highest levels of writing anxiety tended to be those who prefer to learn in warm environments, lacked self-motivation, liked structure, were peer-oriented learners, were…

A Study of Income and Test Anxiety among Turkish University Students

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Önem, E. E.

2014-01-01

This study aimed to investigate the relationship between income level of Turkish university students studying at an English language teaching department and test anxiety levels as well as worry and emotionality components of test anxiety. 249 (60 male, 189 female) undergraduate students studying at an English Language Teaching Department of a…

Factors Associated with Depression and Anxiety Symptoms Among Medical Students in Bahrain.

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Mahroon, Zaid A; Borgan, Saif M; Kamel, Charlotte; Maddison, Wendy; Royston, Maeve; Donnellan, Claire

2018-02-01

Medical training can be a stressful experience and may negatively impact mental health for some students. The purpose of this study was to identify the prevalence of depressive and anxiety symptoms among medical students in one international medical university in the Kingdom of Bahrain and to determine associations between these symptoms, the students' characteristics, and their satisfaction with life. This is a cross sectional study using a self-administered questionnaire, distributed to 350 enrolled medical students. We used Beck's Depression Inventory (BDI-II) and Beck's Anxiety Inventory (BAI) instruments to assess depressive and anxiety symptoms. The Satisfaction With Life Scale (SWLS) was used to measure global cognitive judgments of one's life satisfaction. Sociodemographic details including social background and academic information were also documented. Forty percent (n = 124) of the participants had depressive symptoms, of which 18.9% (n = 58) met the criteria for mild, 13% (n = 40) for moderate, and 8.5% (n = 26) for severe depressive symptoms. Depressive symptoms were associated with Arab ethnicity (χ 2  = 5.66, p = .017), female gender (χ 2  = 3.97, p = .046), relationship with peers (p Anxiety symptoms were present in 51% (n = 158) of students. Anxiety symptoms were associated with female gender (χ 2  = 11.35, p anxiety symptoms among medical students was high. Medical universities in the Middle East may need to allocate more resources into monitoring and early detection of medical student distress. Medical education providers are encouraged to provide adequate pastoral and psychological support for medical students, including culturally appropriate self-care programs within the curriculum.

Depression, anxiety and stress among higher secondary school students of Imphal, Manipur

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K Sathish Kumar

2017-01-01

Full Text Available Introduction: Adolescence is a stressful period due to physical, psychological, sexual changes, and the presence of psychiatric disorders such as depression, anxiety, and stress at this stage of life is a matter of concern. Objectives: The objectives of the study were to determine the prevalences of depression, anxiety, and stress among higher secondary school students of Imphal and to determine the association between depression, anxiety, and stress and selected variables such as gender, standard, and religion. Materials and methods: From September 2014 to October 2014, a cross-sectional study was conducted among higher secondary school students of Imphal. The sample size was calculated to be 750. Seven schools were randomly selected, and all the students in that school were enrolled in the study. The study tool used was a questionnaire containing DASS (Depression Anxiety Stress Scale and sociodemographic characteristics. Results: The prevalences of depression, anxiety, and stress among 830 valid respondents were 19.5%, 24.4%, and 21.1%, respectively. In total, 81.6% of the respondents had at least one of the studied disorders and 34.7% of the respondents had all the three negative states. The prevalences of depression, anxiety, and stress were high among females and were significant for anxiety (P = 0.00 and stress (P = 0.04. The prevalences of depression and stress were significantly higher among 12th standard students with P-values of 0.00 and 0.02. Conclusion: The prevalences of depression, anxiety, and stress were high with anxiety and stress significantly higher among females, whereas prevalences of depression and stress were significantly higher among 12th standard students. More studies are recommended to determine the factors leading to these mental disorders.

Neurofeedback Treatment of College Students' Test on Anxiety, Depression, Personality, and Mood

Institute of Scientific and Technical Information of China (English)

Dan Zhu; Yuan Li; Jin Yang

2009-01-01

Biofeedback is used to treat the mental diseases of college students, such as test anxiety, depression, personality, and mood. Anxiety of the colleague students was first tested by test anxiety scale (TAS) and then treated by biofeedback. After getting the biofeedback treatment, the students' TAS scores, blood volume pulse, and skin conductance were decreased, especially, their TAS scores dropped markedly. Meanwhile, the level of EEG ((1 rhythm/( rhythm) and peripheral temperature increased observably. Then, neurofeedback ((1 rhythm/( rhythm) was applied to treat students' depression, personality, and mood. As a result, these three kinds of symptoms got alleviated. And their therapeutic effects based on neurofeedback were more stable, durative and less recrudescent.

Medical students' experience of and reaction to stress: the role of depression and anxiety.

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Saravanan, Coumaravelou; Wilks, Ray

2014-01-01

Medical school is recognized as a stressful environment that often has a negative effect on students' academic performance, physical health, and psychosocial well-being. Previous studies have not identified differences between depressed and nondepressed and anxious and nonanxious medical students' experiences of stress or their reactions to stressors. The present study aimed to identify the prevalence of depression and anxiety among a sample of 358 medical students attending a private university in Malaysia and to examine differences according to participants' gender, year of study, and stage of training (preclinical and clinical). Additionally, this study examined the extent to which stress predicts depression and anxiety, differences between depressed and nondepressed medical students' experiences of and reactions to stressors, and differences between anxious and nonanxious medical students' experiences of and reactions to stressors. The Student Life Stress Inventory was used to measure stress and reaction to stressors and the Depression, Anxiety, and Stress Scale was used to measure depression and anxiety. The results showed that 44% (n = 158) of the students were anxious and 34.9% (n = 125) were depressed. More female students exhibited anxiety compared to male students. Stress is a predictor for depression and anxiety. A significant difference was found between depressed and nondepressed and anxious and nonanxious students' experience of stressors due to frustration, change, and their emotional reaction to stressors. Overall, depressed and anxious students were found to experience more stress and react differently to stressors compared to nondepressed and nonanxious students.

Clarifying the relation of acculturative stress and anxiety/depressive symptoms: The role of anxiety sensitivity among Hispanic college students.

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Jardin, Charles; Mayorga, Nubia A; Bakhshaie, Jafar; Garey, Lorra; Viana, Andres G; Sharp, Carla; Cardoso, Jodi Berger; Zvolensky, Michael J

2018-04-01

Recent work has highlighted the link between acculturative stress and depression/anxiety symptoms among Hispanic young adults, but the nature of these relations is not well understood. The present study aimed to clarify the relation between acculturative stress and depression/anxiety symptoms by examining anxiety sensitivity, globally and via subfactors, as an explanatory variable. A cross-sectional sample of 788 Hispanic college students (80.8% female; M age = 20.83 years, SD = 1.93) was recruited from a southwestern public university and completed an online self-report assessment battery. Acculturative stress exerted an indirect effect, via the global construct of anxiety sensitivity, on depression symptoms, suicidality, anxious arousal, and social anxiety symptoms. Follow-up simultaneous analytic models demonstrated indirect effects via the anxiety sensitivity subfactors that were pathognomonic with each of the specific affective outcomes. These findings suggest the utility of assessing and targeting anxiety sensitivity in the treatment of acculturative stress-related depression/anxiety problems among Hispanic college students. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Facilitating and Debilitating Test Anxiety Among College Students and Volunteers for Desensitization Workshops

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Hudesman, John; Wiesner, Ezra

1978-01-01

Examines whether the degree of facilitating and debilitating test anxiety is different for students who volunteer for test anxiety desensitization workshops than it is for the general college population, whether test anxiety in urban community college students is correlated, and whether either or both of the AAT scales are predictive of student…

Reading anxiety, classroom anxiety, language motivation, reader self-perception, and arabic achievement of Arab-American students learning arabic as a second language.

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Alkhateeb, Haitham M

2014-12-01

The present study assessed the relations between reading anxiety, classroom anxiety, language motivation, and readers' self-perception for a sample of Arab-American students in Arabic classes. The effects of sex, grade, and years studying Arabic on academic achievement were examined as well. Measures were administered to 118 middle school students (56 boys, 62 girls; M age = 13.0 yr., SD = 0.8), and teachers reported academic grades in Arabic. Reading anxiety was significantly correlated with classroom anxiety and reader self-perception. Classroom anxiety scores were significantly correlated with motivation and reader self-perception. Significant positive correlations were found between language motivation and reader self-perception scores, and between years studying Arabic and reader self-perception scores. Boys in the second year of Arabic had significantly lower classroom anxiety than girls, and students in Grade 7 had higher reader self-perception than those in Grade 8. Classroom anxiety, language motivation, and reader self-perception significantly predicted Arabic achievement. Pedagogical implications are discussed.

Characteristics of test anxiety among medical students and congruence of strategies to address it

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John Encandela

2014-08-01

Full Text Available Introduction: Medical students may experience test anxiety associated with ‘high stakes’ exams, such as Step 1 of the United States Medical Licensing Examination. Methods: We collected qualitative responses about test anxiety at three points in time from 93 second-year medical students engaged in studying for and taking Step 1. Results: Causes of test anxiety as reported by students were related to negative self-talk during preparation for the exam. Effects of anxiety had to do with emotional well-being, cognitive functioning, and physical well-being. Strategies included socializing with others and a variety of cognitive and physical approaches. Comparison of individuals’ strategies with causes and effects showed some congruence, but substantial incongruence between the types of strategies chosen and the reported causes and effects of test anxiety. Discussion: Students’ adoption of a ‘menu’ of strategies rather than one or two carefully selected strategies suggest inefficiencies that might be addressed by interventions, such as advisor-directed conversations with students and incorporating student self-assessment and strategies for managing anxiety within courses on test-taking. Such interventions are in need of further study. An annotated list of evidence-based strategies would be helpful to students and educators. Most important, test anxiety should be viewed by medical educators as a ‘real’ experience, and students would benefit from educator support.

Meeting the Needs of Students with Disabilities Experiencing Homelessness: Federal, Community, and Educator Roles

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Sullivan-Walker, Melissa E.; Rock, Marcia L.; Popp, Patricia A.

2017-01-01

Homelessness is a complex and multifaceted condition that affects 2.5 million, or one in every 30, children annually. Based on these numbers, it is likely that at least one student has experienced or is experiencing homelessness in most public school classrooms. Sixteen percent of students experiencing homelessness also received services under…

Analysis of Scientific Research Related Anxiety Levels of Undergraduate Students'

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Yildirim, Sefa; Hasiloglu, Mehmet Akif

2018-01-01

In this study, it was aimed to identify the scientific research-related anxiety levels of the undergraduate students studying in the department of faculty of science and letters and faculty of education to analyse these anxiety levels in terms of various variables (students' gender, using web based information sources, going to the library,…

Barriers in recognising, diagnosing and managing depressive and anxiety disorders as experienced by Family Physicians; a focus group study.

NARCIS (Netherlands)

Rijswijk, E. van; Hout, H.P.J. van; Lisdonk, E.H. van de; Zitman, F.G.; Weel, C. van

2009-01-01

BACKGROUND: The recognition and treatment of depressive- and anxiety disorders is not always in line with current standards. The results of programs to improve the quality of care, are not encouraging. Perhaps these programs do not match with the problems experienced in family practice. This study

College Adjustment of First Year Students: The Role of Social Anxiety

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Ruseno Arjanggi

2016-05-01

Full Text Available This research aims to analyze the correlation between social anxiety and college adjustment. 436 undergraduate psychology students of five universities in Central Java were involved in this study. All respondents completed a questionnaire about student adjustment to college, and social anxiety scale. Canonical correlation was conducted to analyze the data. The result showed that fear of negative evaluation correlates with academic and personal-emotional adjustment, but not with social adjustment and institutional adjustment, while social avoidance and distress correlate with all of the dependent variables. This study suggests about the role of social anxiety to college adjustment. These findings investigate further discussion about appropriate intervention to address adjustment problems among college students.

The Intersection of Gender Identity and Violence: Victimization Experienced by Transgender College Students.

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Griner, Stacey B; Vamos, Cheryl A; Thompson, Erika L; Logan, Rachel; Vázquez-Otero, Coralia; Daley, Ellen M

2017-08-01

College students disproportionately experience victimization, stalking, and relationship violence when compared with other groups. Few studies explore victimization by the gender identity of college students, including those who identify as transgender. The purpose of this study is to explore the rates of violence experienced by transgender students compared with male and female college students. This study utilized the National College Health Assessment-II (NCHA-II) and included data from students ( n = 82,538) across fall 2011, 2012, and 2013. Bivariate statistics and binary logistic regression were conducted to test the relationships between gender identity and victimization. Transgender students ( n = 204) were compared with male ( n = 27,322) and female ( n = 55,012) students. After adjusting for individual factors, transgender students had higher odds of experiencing all nine types of violence when compared with males and higher odds of experiencing eight types of violence than females. Transgender students experienced the highest odds in crimes involving sexual victimization, including attempted sexual penetration (adjusted odds ratio [aOR]: 9.49, 95% confidence interval [CI] = [6.17, 14.59], d = 1.00), sexual penetration without consent (aOR: 9.06, 95% CI = [5.64, 14.53], d = 0.94), and being in a sexually abusive relationship (aOR: 6.48, 95% CI = [4.01, 10.49], d = 0.48), than did male students. Findings reveal increased odds of victimization among transgender students when compared with male and female students. Results demonstrate the need for more comprehensive violence prevention efforts in college settings.

Alexithymia and personality in relation to social anxiety among university students.

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Dalbudak, Ercan; Evren, Cuneyt; Aldemir, Secil; Coskun, Kerem Senol; Yıldırım, Fatma Gul; Ugurlu, Hilal

2013-09-30

The aims of the present study were to investigate the relationship of social anxiety symptoms with alexithymia and personality dimensions in university students and to control the effects of depression and anxiety on this relationship. A total of 319 university students (85 males and 234 females) from two different universities in Ankara were investigated with the Liebowitz Social Anxiety Scale (LSAS), the Beck Depression Inventory (BDI), the Beck Anxiety Inventory (BAI), the Toronto Alexithymia Scale (TAS-20) and the Temperament and Character Inventory (TCI). We found that subscales of the LSAS (fear or anxiety and avoidance) were positively correlated with depression and alexithymia and "difficulty in identifying feelings" (DIF) and "difficulty in describing feelings" (DDF) subscales of the TAS-20. Harm avoidance (HA) showed positive correlations with subscales of the LSAS, whereas self-directedness (SD) showed negative correlations with these subscales. High TAS-20 DDFand HA and low SD predicted fear or anxiety LSAS subscale scores, whereas high TAS-20 DDF, HA and depression scores were predictors for LSAS avoidance subscale scores. Although our sample is not representative of the whole Turkish university student population, we conclude that both fear or anxiety and avoidance were mainly interrelated with DDF and HA, although the causal relationship is not clear. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Do high school students with different styles have different level of math anxiety?

OpenAIRE

Shirvani, Hosin; Guerra, Federico

2015-01-01

This study included 240 mostly Hispanic students from one high school. The study used a learning style survey and a math anxiety survey to find students’ learning styles and level of math anxiety. The study examined whether students with three learning styles (auditory, visual, and kinesthetic) had a different level of math anxiety. The study found that children with kinesthetic learning style had higher math anxiety than the other two types. The study also examined whether there were differe...

Nonclinical Depression and Anxiety as Predictor of Academic Stress in Medical Students

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Afsheen Masood

2016-05-01

Full Text Available To measure the role of anxiety and non-clinical depression as predictors of academic stress. In this study, supplementary objective had been gauging the prevalence of anxiety and depression among medical students of first year and final year, sought from six major medical colleges of Punjab. Almost all health professionals, no matter to which part of the world they belong to, face anxiety, depression and stress due to the nature of services they have to extend in medical profession such as time-pressures, workload, multiple roles and emotional issues. Quantitative research designed was employed; and cross sectional research design was used to lay out the research. The data was collected from first year and final year medical students. The duration of data collection was from Sep, 2014 to Sep, 2015. In Faculty of Medicine of five leading medical colleges, with total number of 650 students, the prevalence of anxiety and depression was found to be 83.9% and 67.9%, from first year to fourth year respectively, based on the cut-off points of both questionnaires. There was significant association among anxiety, depression and academic stress as computed through Pearson Product Moment Correlation. The regression analyses revealed that depression was significant predictor of academic stress but this was not the same for anxiety. Females were more anxiety and depression prone and reported greater academic stress than males. The study revealed significant distress among medical students, in terms of both anxiety and depression. It was inferred that the depression acts as pertinent predictor of academic stress. Furthermore, it was noticed that the prevalence of symptoms was higher among females. The findings carry significant implications for highlighting the addressing the need for psychological wellbeing of medical students in order to establish conducive environment of learning for medical professionals.

[Predictors and longitudinal changes of depression and anxiety among medical college students].

Science.gov (United States)

Lee, Hyun-Ji; Jang, Eun-Young; Park, Yong-Chon; Kim, Daeho

2013-06-01

This longitudinal study was designed to examine the change in depression and anxiety and their predictors over 1 year among premedical and medical students. We compared depression and anxiety from 2 waves and determined the predictive power of personality, narcissism, social comparison, and social reward value on them. Two hundred twenty-six students at a medical school in Seoul were divided into 4 groups according to academic year and completed a questionnaire at the end of 2010 and 2011. The questionnaire included the Zung Depression Scale; Zung Anxiety Scale; scales for social comparison, narcissism, and social reward value; and Neuroticism-Extraversion-Openness Personality Inventory. Among first- and second-year medical students, depression and anxiety increased significantly over the previous year. However, irrespective of academic year, depression increased significantly after 1 year. Also, social reward value had a moderating effect. Specifically, among students with low social reward value who entered their first year of medical school, the negative impact of the tendency toward depression and anxiety was amplified compared with older students. Because the predictors of mental health differ between groups, each group must receive specific, appropriate education. Also, because social reward value is important moderating factor of mental health, education and intervention programs that focus on social reward value are needed.

A STUDY ON PREVALENCE OF ANXIETY DISORDERS AMONG HIGHER SECONDARY SCHOOL STUDENTS

OpenAIRE

Srinivasa; Chaithanya C; Ravindra

2015-01-01

Anxiety disorders are very common in secondary school children with little epidemiological data from countries like India. The objective of this study was to assess the prevalence of anxiety disorders in higher secondary school students using Screen for Ch ild Anxiety Related Emotional Disorders (SCARED) questionnaire. Methodology: The study was conducted in July 2014 and 100 students belonging to class 11 and class 12 of a higher secondary school at Tiptur were includ...

Interventional strategies to decrease nursing student anxiety in the clinical learning environment.

Science.gov (United States)

Moscaritolo, Linda M

2009-01-01

The clinical setting is a significant learning environment for undergraduate nursing students. However, the learning that occurs in this environment presents challenges that may cause students to experience stress and anxiety. High levels of anxiety can affect students' clinical performance, presenting a clear threat to success in a clinical rotation. It is crucial for clinical nursing faculty to foster a supportive learning environment conducive to undergraduate nursing student learning. The purpose of this article is to provide clinical nursing faculty with the current literature related to humor, peer instructors and mentors, and mindfulness training as strategies to decrease undergraduate student nurse anxiety in the clinical setting. The Neuman Systems Model is used as a theoretical framework, and the application of this model to humor, peer instructors and mentors, and mindfulness training is examined.

Executive Functions in Students With Depression, Anxiety, and Stress Symptoms.

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Ajilchi, Bita; Nejati, Vahid

2017-01-01

This study aimed to investigate and compare the executive functions of students with depression, anxiety, and stress symptoms with those functions in healthy ones. This study was a comparative and non-clinical analysis. The study population comprised all students of Shahid Beheshti University, Tehran, Iran. A total of 448 students were recruited using convenience sampling method. They were also screened using the Depression Anxiety Stress Scales (DASS) test comprising 21 items. Of study participants, 30 people were depressed, 27 had anxiety, and 15 suffered from stress. Then, 50 control people were matched with them. Next, both groups were compared using the Stroop test, Wisconsin card sorting, and cognitive ability test. Using MANOVA test, data analysis revealed no significant differences among 4 groups with regard to selective attention and shifting attention. Depressed group reacted rapidly as opposed to the anxiety group with regard to measures of shifting attention and cognitive abilities; it was observed that the memory, inhibition control, planning, and flexibility of the healthy group were better than those of the 3 other groups. The findings of this research raised specific issues in relation to the role of depression, anxiety, and stress in the disruption of the executive functions of sufferers. Selective and shifting attention and cognitive abilities are specifically affected in this regard. Meanwhile, the role of stress in impairing decision making and the major role of anxiety in impairing sustained attention was shown to be considerable.

Anxiety in school students: Role of parenting and gender

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Ajay Kumar Bakhla; Prakriti Sinha; Rajiv Sharan; Yashi Binay; Vijay Verma; Suprakash Chaudhury

2013-01-01

Background: The prevalence of anxiety is high in school going children; however pattern of parenting and gender of the child are important factors for the development of anxiety. Gender role and parenting patterns are important construct that vary across different sociocultural setting hence are important to be studied in Indian context. Materials and Methods: In a cross sectional study all students of both sexes studying in class VIII, were assessed using the Spence anxiety scale (children v...

Reciprocal Relationships between Mathematics Anxiety and Attitude towards Mathematics in Elementary Students

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Haciomeroglu, Guney

2017-01-01

This current study examined the reciprocal relationship between anxiety and attitude towards mathematics in elementary students. Two instruments (attitudes towards mathematics inventory short form [ATMI-Short Form] and the Revised Fennema-Sherman Mathematics Anxiety Scale [Revised-FSMAS]) were administered to 310 fourth grade elementary students.…

Social anxiety symptoms and drinking behaviors among college students: the mediating effects of drinking motives.

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Villarosa, Margo C; Madson, Michael B; Zeigler-Hill, Virgil; Noble, Jeremy J; Mohn, Richard S

2014-09-01

The impact of social anxiety on negative alcohol-related behaviors among college students has been studied extensively. Drinking motives are considered the most proximal indicator of college student drinking behavior. The current study examined the mediating role of drinking motives in the relationship that social anxiety symptoms have with problematic (alcohol consumption, harmful drinking, and negative consequences) and safe (protective behavioral strategies) drinking behaviors. Participants were 532 undergraduates who completed measures of social anxiety, drinking motives, alcohol use, harmful drinking patterns, negative consequences of alcohol use, and protective behavioral strategy use. Our results show that students with higher levels of social anxiety symptoms who were drinking for enhancement motives reported more harmful drinking and negative consequences, and used fewer protective behavioral strategies. Thus, students who were drinking to increase their positive mood were participating in more problematic drinking patterns compared with students reporting fewer social anxiety symptoms. Further, conformity motives partially mediated the relationship between social anxiety symptoms and negative consequences. Thus, students with more symptoms of social anxiety who were drinking in order to be accepted by their peers were more likely than others to experience negative consequences. Clinical and research implications are discussed.

Relevance of Student and Contextual School Variables in Explaining a Student's Severity of Violence Experienced

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Mooij, Ton

2015-01-01

Teachers conceptualise and interpret violent behaviour of secondary students in different ways. They also differ in their estimates of the relevance of student and contextual school variables when explaining the severity of violence experienced by students. Research can assist here by explicating the role of different types of contextual school…

Unemployment Anxiety of Student Taking Sports Education in University

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Mohammed, Shalal Abdulla; Devecioglu, Sebahattin

2018-01-01

Anxiety is one of the critical medical conditions that affect individuals due to various reasons. Some of these reasons may be related to inheritance while others are acquired during major life events. In this investigation, the level of unemployment anxiety was evaluated for students at Firat University, Elazig, Turkey. The study population…

The Interrelationship of Social Anxiety with Anxiety, Depression, Locus of Control, Ways of Coping and Ego Strength amongst University Students

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Shepherd, Robin-Marie; Edelman, Robert J.

2009-01-01

This is the first study to investigate the interrelationship of social anxiety with the variables anxiety, depression, locus of control, ego strength and ways of coping in a sample of university students. There were high scores of social anxiety which were related to high scores on measures of anxiety and depression, low ego strength, external…

Violence Experienced By Nursing Students in Clinical Practice Settings

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Meltem KÜRTÜNCÜ

2013-01-01

Full Text Available The study was made to determine violence experienced by nurse students in clinical settings. It was applied to the School of Health Nursing Student of a university during a week in June, 2010. There were 360 students, 53 of whom were senior, 60 of whom were thirdyear, 114 of whom were sophomore, 79 of whom were first-year and 102 of whom were prep-school students, at the school. Students in preparatory classes were not included in the scope of the study since they didn't take applied courses. 70,58% of the students were reached. It was determined that the students were often exposed to verbal abuse and sexism in clinical setting and the abuse was performed by their colleagues.

Leading Learning: Enhancing the Learning Experience of University Students through Anxiety Auditing

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Maringe, Felix

2010-01-01

This article reports on an innovative strategy for auditing university students' anxieties across the study cycle. It discusses the shortcomings of traditional feedback mechanisms and identifies the opportunities that anxiety auditing presents in terms of providing scope for students to discuss and to more directly influence improvement in course…

Is Cognitive Test-Taking Anxiety Associated With Academic Performance Among Nursing Students?

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Duty, Susan M; Christian, Ladonna; Loftus, Jocelyn; Zappi, Victoria

2016-01-01

The cognitive component of test anxiety was correlated with academic performance among nursing students. Modest but statistically significant lower examination grade T scores were observed for students with high compared with low levels of cognitive test anxiety (CTA). High levels of CTA were associated with reduced academic performance.

Social Anxiety Experiences and Responses of University Students

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Akacan, Behiye; Secim, Gurcan

2015-01-01

The aim of this study is to examine the responses of university students in social anxiety situations in order to create a psychological counselling program with a structured group based on Cognitive Behavioural and Existential Approaches. These responses involve the behaviour and thoughts of the university students in situations where they…

THE STRATEGIES TO COPE WITH EFL STUDENTS‟ SPEAKING ANXIETY IN CLASSROOM CONVERSATION: STUDENTS AND TEACHER PERSPECTIVE

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Atikah Wati

2017-01-01

This study deals with students‘ anxiety and the strategies to cope with those anxieties from the perspective of students and teacher. Anxiety is important area to be analyze because of: firstly, the research suggests that ―anxiety... may affect the quality of an individual‘s communication or willingness to communicate‖ (Young 1990:58), but also because it affects a large number of students in higher institutions (Campbell & Ortiz 1991:159). Secondly, Students with anxiety disorder exhibit a p...

[The relationship among depression, anxiety, stress and addictive substance use behavior in 5 935 secondary vocational students].

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Yu, X D; Yu, J C; Wu, Q F; Chen, J Y; Wang, Y C; Yan, D; Teng, S W; Zhao, Y T; Cao, J P; Li, S Q; Yan, Y Q; Gong, J; Yao, K; Zhou, H; Wang, Z Z

2017-03-06

Objective: To investigate the relationship among depression, anxiety, stress and addictive substance use behavior in secondary vocational students. Methods: Cluster sampling method and the Adolescent Health-related Behaviors Questionnaire were used to collect demographic characteristics, psychological symptoms, and addictive substance usage among 5 935 students in nine vocational schools in Chongqing, Zhaoqing, Ningbo, and Taiyuan. Multivariate logistic regression analysis was used to analyze the relationship between the addictive substance use behavior and psychological factors. Results: The detection rates of depression, anxiety and stress were 46.5% ( n= 2 762), 58.7% ( n= 3 483), and 29.8% ( n= 1 770), respectively. The prevalence of addictive substances was 74.8% ( n =4 440), traditional drugs was 0.8% ( n= 50), new drugs was 2.8% ( n= 166), other addictive drugs was 4.1% ( n= 241). Multivariate logistic regression analysis showed that compared with the normal psychological states of secondary vocational students, the OR value of mild depression tendency alcohol and tobacco use behavior of secondary vocational students was 1.45; the OR values of mild anxiety, moderate anxiety, severe anxiety and very serious anxiety were 1.46, 1.46, 1.71, and 1.83, respectively; the traditional drugs use behaviors were 5.51, and 2.61, respectively, for the severe anxiety and very serious anxiety. Compared with the normal psychological state of secondary vocational students, the OR values of the severe anxiety and very severe anxiety were 2.56, and 2.66, respectively, for severe anxiety and very serious anxiety. Compared with normal psychological status of secondary vocational students, the OR values of mild, moderate, severe, and very severe anxiety were 2.14, 2.47, 2.39, and 3.45, respectively; all P values Anxiety and mild depression were risk factors of tobacco and alcohol use in secondary vocational students; severe and above anxiety were the risk factors of drug use in

Reducing Research Anxiety among MSW Students

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Einbinder, Susan Dana

2014-01-01

Research anxiety significantly declined in a diverse sample of 59 MSW students in their first-year hybrid online research course in which the instructor used an array of innovative educational techniques empirically proven to reduce this phenomenon. The pretest/posttest study, the standardized survey instruments used, and a summary of these…

Effect of Regular Exercise on Anxiety and Self-Esteem Level in College Students

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Zahra Hamidah

2015-09-01

Full Text Available Background: Regular exercise is often presented as an effective tool to influence the psychological aspect of a human being. Recent studies show that anxiety and self-esteem are the most important psychological aspects especially in college students. This study aimed to determine the differences of anxiety and self-esteem level between students who joined and did not join regular exercise program, Pendidikan Dasar XXI Atlas Medical Pioneer (Pendas XXI AMP, in the Faculty of Medicine, Universitas Padjadjaran. Methods: A cross-sectional comparative study was carried out to 64 students who joined and did not join Pendas XXI AMP. Thirty six students (12 females and 20 males who joined Pendas XXI AMP participated in aerobic and anaerobic exercise sessions lasting for 30 minutes per session, three times in 5 months. The control group was 32 students who did not join Pendas XXI AMP, with matching gender composition as the case group (12 females and 20 males. Two questionnaires, Zung Self-Rating Anxiety Scale questionnaire and Rosenberg’s Self-Esteem Scale questionnaire, were administered to both groups. The data were analyzed using chi-square test (α=0.05. Results: : There were statistically significant differences in anxiety level (p=0.016 and self-esteem level (p=0.039 between case and control groups. The students who joined Pendas XXI AMP have lower anxiety and higher self-esteem levels. Conclusions: Planned, structured, and repeated physical activities have a positive influence in anxiety and self-esteem levels.

State test-anxiety, selective attention and concentration in university students.

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Fernández-Castillo, Antonio; Caurcel, María J

2015-08-01

The principal aim of this study was to assess the level of selective attention and mental concentration before exams in a sample of university students and to determine a possible relationship between anxiety and reduction of levels of attention in this circumstance. A total of 403 university students, 176 men and 227 women, aged from 18 to 46 years, participated in the study. Of them, 169 were first-year undergraduates, 118 were second to fourth-year undergraduates and 116 were postgraduate Master's degree students. All of them completed the Spanish version of the Spielberger State-Anxiety Inventory and the D2 Attention Test just before taking an exam. Our results showed that participants with lower levels of anxiety had higher levels of selective attention and mental concentration before the exam. These results specifically indicate that when anxiety levels are very high, this could over-activate the orientating and alerting functions and to reduce the capacity of attentional control. These processes could have a negative impact on specific attentional processes and become a negative influence on performance in exams. © 2014 International Union of Psychological Science.

Working and Non-Working University Students: Anxiety, Depression, and Grade Point Average

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Mounsey, Rebecca; Vandehey, Michael A.; Diekhoff, George M.

2013-01-01

This study explored the differences between 110 working and non-working students in terms of mental health, academic achievement, and perceptions about student employment. Anxiety and depression were measured by the Beck Anxiety Inventory and the Beck Depression Inventory-II. Academic achievement was measured by grade point average. Perceptions of…

Hearing Voices: Qualitative Research with Postsecondary Students Experiencing Mental Illness

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Venville, Annie; Street, Annette F.

2014-01-01

Vocational Education and Training (VET) students experiencing mental illness have been described as one of the most vulnerable student groups in the Australian post-secondary sector. This vulnerability can be attributed to the impacts of illness, the oft-reported experiences of stigma and discrimination, and low educational outcomes. There is…

Medical Students’ First Male Urogenital Examination: Investigating the Effects of Instruction and Gender on Anxiety

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Lisa D. Howley

2003-06-01

Full Text Available Objectives: To investigate the effect that standardized instruction of the male urogenital examination had on the anxiety levels of students and to determine what influence, if any, the gender of the student had on this experience. Methods: One hundred thirty six second year medical students were asked to report their level of anxiety before and after participation in a small group teaching session on the male urogenital examination. We gathered both qualitative and quantitative information to better understand students’ anxiety surrounding this instruction. Results: Students had significantly lower state-anxiety scores following the instruction than before (F(1, 76=102.353, p=.000, eta2=.574 and female students were more likely to have greater state-anxiety than male students (F=6.952, p=.010, eta2=.084. Ninety-nine percent of students reported that the teaching associates successfully reduced their anxiety. This decrease was attributed predominantly to the personal qualities of the teaching associates and to the format of the instruction. Conclusions: This study provides both quantitative and qualitative evidence that the use of male teaching associates to provide standardized instruction on the urogenital exam is effective at reducing students’ anxiety, particularly with regard to female students. Added standardized instruction may lead to increased confidence, skill, and future compliance with intimate physical exam screening practices

Information Anxiety and African-American Students in a Graduate Education Program

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Katopol, Patricia Fields

2012-01-01

Library anxiety has been cited as one factor affecting academic performance, but library use is only part of obtaining information for academic needs. This paper expands the concept of library anxiety to "information anxiety" by an examination of the information behavior of black graduate students when using a variety of information resources,…

Insomnia and Relationship with Anxiety in University Students: A Cross-Sectional Designed Study.

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Nour Choueiry

Full Text Available Sleep disorders (SDs are now recognized as a public health concern with considerable psychiatric and societal consequences specifically on the academic life of students. The aims of this study were to assess SDs in a group of university students in Lebanon and to examine the relationship between SDs and anxiety.An observational cross-sectional study was conducted at Saint-Joseph University, Lebanon, during the academic year 2013-2014. Four questionnaires were face-to-face administered to 462 students after obtaining their written consent: Insomnia Severity Index (ISI, Pittsburgh Sleep Quality Index (PSQI, Epworth Sleepiness Scale (ESS, and Generalized Anxiety Disorder 7-item scale (GAD-7.The prevalence of clinically significant insomnia was 10.6% (95% CI: 7.8-13.4%, more frequent in first year students. ISI mean score was 10.06 (SD = 3.76. 37.1% of the participants were poor sleepers. Excessive daytime sleepiness (EDS and poor sleep were significantly more frequent among participants with clinical insomnia (p = 0.031 and 0.001 respectively. Clinically significant anxiety was more frequent in students suffering from clinical insomnia (p = 0.006 and in poor sleepers (p = 0.003. 50.8% of the participants with clinically significant anxiety presented EDS versus 30.9% of those with no clinically significant anxiety (p<0.0001.The magnitude of SDs in this sample of Lebanese university students demonstrate the importance of examining sleep health in this population. Moreover, the link between SD and anxiety reminds us of the importance of treating anxiety as soon as detected and not simply targeting the reduction of sleep problems.

The effectiveness of psychoeducation and systematic desensitization to reduce test anxiety among first-year pharmacy students.

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Rajiah, Kingston; Saravanan, Coumaravelou

2014-11-15

To analyze the effect of psychological intervention on reducing performance anxiety and the consequences of the intervention on first-year pharmacy students. In this experimental study, 236 first-year undergraduate pharmacy students from a private university in Malaysia were approached between weeks 5 and 7 of their first semester to participate in the study. The completed responses for the Westside Test Anxiety Scale (WTAS), the Kessler Perceived Distress Scale (PDS), and the Academic Motivation Scale (AMS) were received from 225 students. Out of 225 students, 42 exhibited moderate to high test anxiety according to the WTAS (score ranging from 30 to 39) and were randomly placed into either an experiment group (n=21) or a waiting list control group (n=21). The prevalence of test anxiety among pharmacy students in this study was lower compared to other university students in previous studies. The present study's anxiety management of psychoeducation and systematic education for test anxiety reduced lack of motivation and psychological distress and improved grade point average (GPA). Psychological intervention helped significantly reduce scores of test anxiety, psychological distress, and lack of motivation, and it helped improve students' GPA.

Insomnia and Relationship with Anxiety in University Students: A Cross-Sectional Designed Study.

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Choueiry, Nour; Salamoun, Tracy; Jabbour, Hicham; El Osta, Nada; Hajj, Aline; Rabbaa Khabbaz, Lydia

2016-01-01

Sleep disorders (SDs) are now recognized as a public health concern with considerable psychiatric and societal consequences specifically on the academic life of students. The aims of this study were to assess SDs in a group of university students in Lebanon and to examine the relationship between SDs and anxiety. An observational cross-sectional study was conducted at Saint-Joseph University, Lebanon, during the academic year 2013-2014. Four questionnaires were face-to-face administered to 462 students after obtaining their written consent: Insomnia Severity Index (ISI), Pittsburgh Sleep Quality Index (PSQI), Epworth Sleepiness Scale (ESS), and Generalized Anxiety Disorder 7-item scale (GAD-7). The prevalence of clinically significant insomnia was 10.6% (95% CI: 7.8-13.4%), more frequent in first year students. ISI mean score was 10.06 (SD = 3.76). 37.1% of the participants were poor sleepers. Excessive daytime sleepiness (EDS) and poor sleep were significantly more frequent among participants with clinical insomnia (p = 0.031 and 0.001 respectively). Clinically significant anxiety was more frequent in students suffering from clinical insomnia (p = 0.006) and in poor sleepers (p = 0.003). 50.8% of the participants with clinically significant anxiety presented EDS versus 30.9% of those with no clinically significant anxiety (panxiety reminds us of the importance of treating anxiety as soon as detected and not simply targeting the reduction of sleep problems.

Mathematical Anxiety among Business Statistics Students.

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High, Robert V.

A survey instrument was developed to identify sources of mathematics anxiety among undergraduate business students in a statistics class. A number of statistics classes were selected at two colleges in Long Island, New York. A final sample of n=102 respondents indicated that there was a relationship between the mathematics grade in prior…

Depressive symptoms and perceived chronic stress predict test anxiety in nursing students

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Christoph Augner

2015-09-01

Full Text Available Aim: The aim of this study is to identify predictors of test anxiety in nursing students. Design: Cross sectional pilot study. Methods: A questionnaire was administered to 112 students of an Austrian nursing school (mean age = 21.42, SD = 5.21. Test anxiety (measured by the standardized PAF Test Anxiety Questionnaire, perceived chronic stress, depressive symptoms, pathological eating and further psychological and health parameters were measured. Results: We found highly significant correlations between test anxiety and working hours (0.25, depression score (0.52, emotional stability (-0.31, and perceived chronic stress (0.65 (p < 0.01, for all. Regression analysis revealed chronic stress and emotional instability as best predictors for test anxiety. Furthermore, path analysis revealed that past negative academic performance outcomes contribute to test anxiety via depressive symptoms and perceived chronic stress. Conclusion: Depressive symptoms and perceived chronic stress are strongly related to test anxiety. Therefore therapy and training methods that address depressive symptoms and perceived chronic stress, and thereby aim to modify appraisal of potential stressful situations, may be successful in addressing test anxiety.

Predictors and characteristics of anxiety among adolescent students: a Greek sample.

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Lazaratou, H; Anagnostopoulos, D C; Vlassopoulos, M; Charbilas, D; Rotsika, V; Tsakanikos, E; Tzavara, Ch; Dikeos, D

2013-01-01

In the Greek society, there is a strong cultural tendency to overestimate the value of University studies. So students are under high emotional pressure during the long lasting period of the preparation for the university entrance exams. The aim of the present study was to evaluate the level of anxiety in a general adolescent population of senior high school students in Athens, Greece. Also to examine the association between the anxiety's severity with various demographic and socio-cultural factors, as well as with academic performance, extracurricular activities, sleep duration and presence of somatic problems. The sample consisted of 696 adolescent students of three Senior High Schools (SHS) (391 girls and 305 boys). Two of the schools were general education institutions (GE1 and GE2, N=450), while the third was a technical one (TE, N=246). The school sample was selected to reflect the proportion between the two different types of SHSs in Athens as well as other major urban areas in Greece. The State-Trait Anxiety Inventory was administered and personal data were also collected. Statistical significance was set at pmiddle for 154, high for 195 and mother's was low for 135, middle for 417, high for 140. The average sleep duration was 7.5 hours per day (SD=1.3). The average time per week spent in school related activities was 7.94 hours (SD=7.56) and in extracurricular activities was 9.02 hours (SD=12.44). 107 adolescents reported somatic complaints in the last year The academic achievement was poor for 233, good for 264, excellent for 196 students. Adolescents with extracurricular activities for more than 11 hours per week had lower scores, both on State and Trait scales. More hours in school-related activities were associated with greater levels of Trait anxiety. Adolescents whose father had a high educational level had lower scores on State anxiety compared to those whose father had a low educational level. Adolescents who reported the presence of somatic

College Adjustment of First Year Students: the Role of Social Anxiety

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Luh Putu S. Kusumaningsih, Ruseno Arjanggi

2016-01-01

This research aims to analyze the correlation between social anxiety and college adjustment. 436 undergraduate psychology students of five universities in Central Java were involved in this study. All respondents completed a questionnaire about student adjustment to college, and social anxiety scale. Canonical correlation was conducted to analyze the data. The result showed that fear of negative evaluation correlates with academic and personal-emotional adjustment, but not with social adjustm...

Relationship between time management skills and anxiety and academic motivation of nursing students in Tehran.

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Ghiasvand, Arezoo Mohamadkhani; Naderi, Manijeh; Tafreshi, Mansoureh Zagheri; Ahmadi, Farzane; Hosseini, Meimanat

2017-01-01

Time management skills are essential for nursing students' success, and development of clinical competence. The purpose of this study was to determine the relationship between time management skills and anxiety and academic motivation of nursing students in Tehran medical sciences universities in 2015. This cross-sectional study was carried out on 441 nursing students in three medical universities in Tehran. Random stratified sampling was done to select the samples. Data were collected using demographic Questionnaire, Time Management Questionnaire (TMQ), Spielberger State-Trait Anxiety Inventory (STAI) and Academic Motivation Scale (AMS), which was completed t by self-report. Data were analyzed using SPSS 18 software with descriptive and analytical statistics such as ANOVA, independent t-test, Regression and Pearson Correlation Coefficient. Most participants had a moderate level of time Management skills (49%), State Anxiety (58%), Trait Anxiety (60%) and Academic Motivation (58%). The results also showed a statistically significant negative correlation between the students' TMQ scores and the state anxiety (r= -0.282, ptime management skills in order to enhance academic motivation and reduce anxiety rates among nursing students.

The Psychometric Properties of PHQ-4 Depression and Anxiety Screening Scale Among College Students.

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Khubchandani, Jagdish; Brey, Rebecca; Kotecki, Jerome; Kleinfelder, JoAnn; Anderson, Jason

2016-08-01

Depression and anxiety are some of the most common causes of morbidity, social dysfunction, and reduced academic performance in college students. The combination of improved surveillance and access to care would result in better outreach. Brief screening tools can help reach larger populations of college students efficiently. However, reliability and validity of brief screeners for anxiety and depression have not been assessed in college students. Thus, the purpose of this study was to assess in a sample of college students the psychometric properties of PHQ-4, a brief screening tool for depression and anxiety. Undergraduate students were recruited from general education classes at a Midwestern university. Students were given a questionnaire that asked them whether they had been diagnosed by a doctor or health professional with anxiety or depression. Next, they were asked to respond to the items on the PHQ-4 scale. A total of 934 students responded to the survey (response rate=72%). Majority of the participants were females (63%) and Whites (80%). The internal reliability of PHQ-4 was found to be high (α=0.81). Those who were diagnosed with depression or anxiety had statistically significantly higher scores on PHQ-4 (panxiety and depression. The PHQ-4 is a reliable and valid tool that can serve as a mass screener for depression and anxiety in young adults. Widespread implementation of this screening tool should be explored across college campuses. Copyright © 2016 Elsevier Inc. All rights reserved.

Test Anxiety: Evaluation of a Low-Threshold Seminar-Based Intervention for Veterinary Students.

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Hahm, Nadine; Augustin, Sophie; Bade, Claudia; Ammer-Wies, Annett; Bahramsoltani, Mahtab

2016-01-01

Veterinary students are confronted with a high workload and an extensive number of examinations. However, the skills students gained in high school cannot serve as satisfactory coping strategies during veterinary training. This disparity can lead to test anxiety, as frequently reported by international surveys. In response, a pilot study was carried out to evaluate the effects of a newly developed training seminar to prevent and/or reduce test anxiety. The seminar was offered on a voluntary basis as a low-threshold intervention to first- and second-year veterinary students at three different veterinary schools in Germany. The intervention was offered in two different designs: in either a block or in a semester course containing cognitive and behavioral approaches as well as skill-deficit methods. By conducting a survey and interviews among the participants it was determined whether the contents of the seminar were perceived as helpful for counteracting test anxiety. The potential of the intervention was evaluated using a German test anxiety questionnaire (PAF). The contents of the training seminar were all assessed as beneficial but evaluated slightly differently by first- and second-year students. The results indicate that the seminar prevents and reduces test anxiety significantly compared to the control group students. The greatest effects were achieved by offering the intervention to first-year students and as a block course. As the participants benefit from the intervention independent of the extent of test anxiety, these results suggest that it may be profitable to integrate a workshop on coping strategies in the veterinary curriculum.

Test Anxiety Among College Students With Specific Reading Disability (Dyslexia): Nonverbal Ability and Working Memory as Predictors.

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Nelson, Jason M; Lindstrom, Will; Foels, Patricia A

2015-01-01

Test anxiety and its correlates were examined with college students with and without specific reading disability (RD; n = 50 in each group). Results indicated that college students with RD reported higher test anxiety than did those without RD, and the magnitude of these differences was in the medium range on two test anxiety scales. Relative to college students without RD, up to 5 times as many college students with RD reported clinically significant test anxiety. College students with RD reported significantly higher cognitively based test anxiety than physically based test anxiety. Reading skills, verbal ability, and processing speed were not correlated with test anxiety. General intelligence, nonverbal ability, and working memory were negatively correlated with test anxiety, and the magnitude of these correlations was medium to large. When these three cognitive constructs were considered together in multiple regression analyses, only working memory and nonverbal ability emerged as significant predictors and varied based on the test anxiety measure. Implications for assessment and intervention are discussed. © Hammill Institute on Disabilities 2013.

Music Performance Anxiety: Causes, Symptoms and Coping Strategies for Flute Students

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Andre Sinico

2013-05-01

Full Text Available This article addresses the causes, symptoms and coping strategies used by undergraduate flute students from three universalities in Brazil to cope with music performance anxiety (MPA during jury recitals. The data collection and analysis procedures used were similar to a study by Siw Nielsen (1999, i.e., recital participant behavioral observation and verbal reports using semi-structured interviews. Both procedures were recorded in audio and video. As a result, the study highlights sixteen causes, nineteen symptoms, and eighteen strategies used by flute students to cope with MPA. Anxiety among the participants was constantly present to a greater or lesser degree. Its main cause was the repertoire for solo flute; nervousness was the symptom most reported by the participants; and positive self-talk was the most used coping strategy. The research concluded that, since anxiety is an inherent emotion in performing music, musicians must use a broad range of strategies—before and during the performance—to thoroughly deal with the causes and symptoms of anxiety. The article also highlights the importance of music professors in knowing the causes of MPA and its symptoms so that they can plan a strategy consistent with the needs of their students that will help them cope with the negative effects of anxiety.

Student teacher anxieties related to practice teaching

African Journals Online (AJOL)

Erna Kinsey

pedagogical, classroom management and staff relations factors. Capel ... Is there any relationship between anxiety and student teachers' personality factors? 3. ..... dimensions relate to specific work-related stress factors (Ngidi, 1998). In the same vein, ... Extraversion, Neuroticism and Coping as Variables in the Burnout ...

Anxiety sensitivity explains associations between anxious arousal symptoms and smoking abstinence expectancies, perceived barriers to cessation, and problems experienced during past quit attempts among low-income smokers.

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Zvolensky, Michael J; Paulus, Daniel J; Langdon, Kirsten J; Robles, Zuzuky; Garey, Lorra; Norton, Peter J; Businelle, Michael S

2017-05-01

Disproportionately more smokers report low-income and mental health problems relative to non-smokers. Low-income smokers may use smoking to alleviate negative emotional states resulting from exposure to multiple stressors. Yet, little work has been devoted to elucidating mechanisms that may explain the association between negative emotional states and smoking-related processes among low-income smokers. The present study sought to address this gap by examining anxiety sensitivity, a transdiagnostic factor related to both anxiety and smoking, as a potential mediator for the influence of anxiety symptoms on smoking-related processes, including threat-related smoking abstinence expectancies (somatic symptoms and harmful consequences), perceived barriers for cessation, and problems experienced during past quit attempts. Participants included treatment-seeking daily cigarette smokers (n=101; 68.3% male; M age =47.1; SD=10.2). Results indicated that anxiety symptoms exerted a significant indirect effect through anxiety sensitivity for threat-related smoking abstinence expectancies (somatic symptoms and harmful consequences), perceived barriers for cessation, and problems experienced during past quit attempts. The present results provide empirical support that anxiety sensitivity may be an underlying mechanism that partially explains the relation between anxiety symptoms and smoking processes among low-income treatment-seeking smokers. Findings broaden current theoretical understanding of pathways through which anxiety symptoms contribute to maladaptive smoking processes and cognitions among socioeconomically disadvantaged smokers. Copyright © 2016 Elsevier Ltd. All rights reserved.

THE RELATIONSHIP BETWEEN TEST ANXIETY AND PARENTING IN HIGH SCHOOL STUDENTS, MALEKSHAHI, ILAM

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Mohamad Reza Havasian and Zohreh Havasian*

2017-01-01

Test anxiety, which is one of the main obstacles of education systems at different levels, is one of the most common phenomena among students. Regarding the effect of test anxiety on academic performance, this study was conducted to determine the relationship between test anxiety and parenting in Malekshahi city of Ilam. The present research is a descriptive cross-sectional study and the statistical population includes all male and female students of high school in Maleshahi city. The subject...

The Relationship between Test Anxiety and Academic Performance of Students in Vital Statistics Course

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Shirin Iranfar

2013-12-01

Full Text Available Introduction: Test anxiety is a common phenomenon among students and is one of the problems of educational system. The present study was conducted to investigate the test anxiety in vital statistics course and its association with academic performance of students at Kermanshah University of Medical Sciences. This study was descriptive-analytical and the study sample included the students studying in nursing and midwifery, paramedicine and health faculties that had taken vital statistics course and were selected through census method. Sarason questionnaire was used to analyze the test anxiety. Data were analyzed by descriptive and inferential statistics. The findings indicated no significant correlation between test anxiety and score of vital statistics course.

Depression anxiety stress and substance use in medical students in a 5year curriculum

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Paulina van Zyl

2017-06-01

Full Text Available Background. The mental health of medical students is a global concern, and medical training has been described by some as being detrimental to the health of medical students, affecting both their student experience and professional life.Objectives. To determine the prevalence of depression, anxiety, stress and substance use among preclinical students in a 5-year outcomes-based medical curriculum. The study also investigated the association of selected demographic factors with these outcomes.Methods. All University of the Free State medical students in semesters 3 (n=164 and 5 (n=131 during 2015 were included in this cross-sectional study. Depression, anxiety and stress levels were measured by means of the Depression Anxiety Stress Scales (DASS-21. Demographic questions were included in an anonymous self-administered questionnaire. Lifetime and past month substance use were determined.Results. A prevalence of 26.5% for moderate to extremely severe depression, 26.5% for moderate to extremely severe anxiety, and 29.5% for moderate to extremely severe stress was recorded. Female students had significantly higher stress levels, but not increased anxiety. Relationship status and accommodation were not associated with these outcomes. Lifetime use of methylphenidate, lifetime use of alcohol, and past month use of alcohol were associated with depression.Conclusion. The study revealed high levels of depression, anxiety and stress in 2nd- and 3rd-year medical students compared with the general population, but the levels were comparable to those of medical students elsewhere in the world. Past month substance use of alcohol and cannabis was lower than in international studies, but nicotine use was higher.

Depression, anxiety, stress and substance use in medical students in a 5-year curriculum

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Paulina Maria van Zyl

2017-07-01

Full Text Available Background. The mental health of medical students is a global concern, and medical training has been described by some as being detrimental to the health of medical students, affecting both their student experience and professional life. Objectives. To determine the prevalence of depression, anxiety, stress and substance use among preclinical students in a 5-year outcomes-based medical curriculum. The study also investigated the association of selected demographic factors with these outcomes. Methods. All University of the Free State medical students in semesters 3 (n=164 and 5 (n=131 during 2015 were included in this cross-sectional study. Depression, anxiety and stress levels were measured by means of the Depression Anxiety Stress Scales (DASS-21. Demographic questions were included in an anonymous self-administered questionnaire. Lifetime and past month substance use were determined. Results. A prevalence of 26.5% for moderate to extremely severe depression, 26.5% for moderate to extremely severe anxiety, and 29.5% for moderate to extremely severe stress was recorded. Female students had significantly higher stress levels, but not increased anxiety. Relationship status and accommodation were not associated with these outcomes. Lifetime use of methylphenidate, lifetime use of alcohol, and past month use of alcohol were associated with depression. Conclusion. The study revealed high levels of depression, anxiety and stress in 2nd- and 3rd-year medical students compared with the general population, but the levels were comparable to those of medical students elsewhere in the world. Past month substance use of alcohol and cannabis was lower than in international studies, but nicotine use was higher.

Prevalence of physical, psychological, and sexual abuse among a nationwide sample of Arab high school students: association with family characteristics, anxiety, depression, self-esteem, and quality of life.

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Al-Fayez, Ghenaim A; Ohaeri, Jude U; Gado, Osama M

2012-01-01

The objectives were first, to assess the lifetime and 12-month prevalence of physical, psychological, and sexual abuse among a stratified random sample of Kuwaiti high school students and second, to explore the association of child abuse with parental characteristics, subjective quality of life (QOL), self-esteem, anxiety, and depression. We assessed the students for experience of abuse by their mothers, fathers, and others, using standard scales on psychological, physical and sexual abuse. They also completed the short version of the World Health Organization's QOL Instrument; the Rosenberg self-esteem scale, and a scale for anxiety and depression. We obtained responses from 4,467 students (49% boys), mean age 16.9 years. About 18, 15, and 18%, indicated that for at least six times in the past 12 months, they experienced psychological abuse by their mothers, fathers and others, respectively. The corresponding figures for lifetime experience were similar. The respective figures for experience of physical abuse during the past 12 months were 4.3, 5.8, and 6.4%. For lifetime experience, the corresponding figures were 3.4, 5.3, and 5.8%. The girls had significantly higher physical/psychological abuse scores. There were no significant gender differences in the prevalence of sexual attacks (8.6%) and someone threatening the subjects with sex (5.9%). The prevalence of someone sexually exposing themselves to the students (15.3%) and unwanted touching of sexual parts (17.4%) was significantly higher among the boys. Over one-third of those abused had experienced multiple abuses. Child abuse was significantly associated with parental divorce, diminished QOL and self-esteem, high scores on anxiety/depression, and difficulty with studies, and social relationships. In the regression analysis involving only the abuse indices, psychological abuse by mothers was the most important predictor of depression, anxiety, and self-esteem (11.5-19.7% of variance). Good quality of

Correlation between Substance Use and Anxiety-Depression Spectrum among Senior High School Students in Bandung

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Achmad Samjunanto

2016-12-01

Full Text Available Background: Both substance use and anxiety-depression spectrum are the problem that currently faced by adolescents especially among Senior High School students. Moreover, there is a high comorbidity between both problems. This study was conducted to discover the substance use’s prevalence and to find out anxiety-depression spectrum proportion among adolescent, and more importantly to determine whether there is correlation between both variables. Methods: During October–November 2013, four hundred and fifty two students from five Senior High Schools located in Karees Sub-District, Bandung were included in this cross-sectional analytic study. Among whom, only 425 students filled the questionnaire properly. Data were collected using Kessler-10 (K10 to explore anxiety-depression spectrum and addiction severity index lite version (ASI-Lite to identify substance use. The correlation between both variables was analyzed by Gamma correlation test. Results: The study revealed that there were 93 (21.9% students that used substance. In addition, there were 244 students (57.4% that screened as having anxiety-depression spectrum. Statistical analysis, according to Gamma correlation test, showed that there was a weak correlation between alcohol use and anxiety-depression spectrum (p=0.041; r=0.316. The remaining substances gave no statistically significant result (p>0.05. Conclusions: There is a high prevalence in substance use and psychological distress in anxiety-depression spectrum among high school student. In addition, alcohol is the only substances that correlated with anxiety-depression spectrum.

Music Performance Anxiety among Students of the Academy in Lithuania

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Paliaukiene, Vilma; Kazlauskas, Evaldas; Eimontas, Jonas; Skeryte-Kazlauskiene, Monika

2018-01-01

Music performance anxiety (MPA) affects amateurs, students and professional musicians. We aimed to analyse MPA among students of music performance in a higher education academy in Lithuania. A sample of 258 music performance arts students of the Lithuanian Music and Theatre Academy participated in this study. The Kenny Music Performance Anxiety…

Factors Affecting the State Anxiety Level of Higher Education Students in Macau: The Impact of Trait Anxiety and Self-Esteem

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Cheung, Hoi-Yan

2006-01-01

The aim of this study is to find out the levels of anxiety of 589 day- and night-class students in higher education in Macau two weeks before the final examination period. The Chinese version of the 40-item Spielberger's State-Trait Anxiety Inventory (Spielberger, Gorsuch & Lusherier, 1970) was applied in this study. The two anxiety scales are…

Exploring the Needs of Students Experiencing Homelessness from School Counselors' Perspectives

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Havlik, Stacey A.; Brady, Jennifer; Gavin, Kathleen

2014-01-01

An increased understanding of the needs of students experiencing homelessness will better inform educational and clinical practices to ensure student success. Through an analysis of survey data using the Knowledge and Skills with Homeless Students Survey (Gaenzle & Bryan, 2013), this exploratory study applied a mixed methods approach to assess…

The Prevalence of Anxiety and its related Factors among School-age Children in South West of Iran

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Zeinab Banaeipour

2016-06-01

Full Text Available Background Anxiety is one of the most common childhood disorders, so it is necessary to explore extend and its related factors in the students. This study was conducted to determine the prevalence of anxiety and the related factors of anxiety among the children aged 9-12 years. Materials and Methods At a descriptive-analytic study 623 children aged 9-12 year- old who were studying in the fourth to sixth grade of elementary school in Dezful city, were selected through multistage random sampling.  The data were collected using demographic profile questionnaire and School Anxiety Scale (SAS using SPSS-16. Results Of total 623 students, 36.3% were girls. 232 (37.2% students had mild anxiety, 304 students (48.8% had moderate anxiety and 87 students (14% had severe anxiety. There was a significant relationship between the mean score of children anxiety and the number of children in family (P0.0.5. Conclusion This study showed that the prevalence of anxiety was higher in boyes, children who were single children, children who had a family history of hereditary disease, and children who experienced corporal punishment at home. It is recommended arranging programs including training, counseling, and psychotherapy ones for these children and their families.

Mindfulness: Facet Relationships with Anxiety and Depression in College Students

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Dredze, Joshua Menachem

2017-01-01

College students have been shown to be highly stressed and experience depression and anxiety. Over the last two to three decades, mindfulness has emerged as a widely accepted and used therapy for a range of disorders including depression and anxiety. More recently, second order research has targeted the causes or mechanisms of action underlying…

Anxiety sensitivity as a predictor of academic success of medical students at the University of Mostar.

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Zalihić, Amra; Mešukić, Sabina; Sušac, Bože; Knezović, Katarina; Martinac, Marko

2017-12-01

Higher education students comprise a particularly vulnerable group for the development of anxiety symptoms and disorders. The aim of our research was to examine the impact of anxiety sensitivity on the success of medical students at the University of Mostar, and to establish the differences between students depending on their sex and the year of study. One hundred students in their first and fifth year of medical school were interviewed using the ASI questionnaire, 7 days prior to their final exams. Here we demonstrate a positive correlation between anxiety sensitivity and academic success. We did not find any significant differences between the first and fifth-year medical students, nor between participants based on their sex. We conclude that anxiety can have a positive impact on the academic achievement of higher education students.

The Relationship among Elementary Teachers’ Mathematics Anxiety, Mathematics Instructional Practices, and Student Mathematics Achievement

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Hadley, Kristin M.; Dorward, Jim

2011-01-01

Many elementary teachers have been found to have high levels of mathematics anxiety but the impact on student achievement was unknown. Elementary teachers (N = 692) completed the modified Mathematics Anxiety Rating Scale-Revised (Hopko, 2003) along with a questionnaire probing anxiety about teaching mathematics and current mathematics instructional practices. Student mathematics achievement data were collected for the classrooms taught by the teachers. A positive relationship was found betwee...

The Speech Anxiety Program at UTK: A Training Program for Students with High Public Speaking Anxiety.

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Ambler, Bob

The University of Tennessee (Knoxville) offers as a special section of the public speaking curriculum, a "speech anxiety" program, taught by faculty and graduate students from the speech and theatre and educational psychology departments and staff from the counseling services center. The students spend the first few weeks of the special…

Autogenic training to reduce anxiety in nursing students: randomized controlled trial.

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Kanji, Nasim; White, Adrian; Ernst, Edzard

2006-03-01

This paper reports a study to determine the effectiveness of autogenic training in reducing anxiety in nursing students. Nursing is stressful, and nursing students also have the additional pressures and uncertainties shared with all academic students. Autogenic training is a relaxation technique consisting of six mental exercises and is aimed at relieving tension, anger and stress. Meta-analysis has found large effect sizes for autogenic trainings intervention comparisons, medium effect sizes against control groups, and no effects when compared with other psychological therapies. A controlled trial with 50 nursing students found that the number of certified days off sick was reduced by autogenic training compared with no treatment, and a second trial with only 18 students reported greater improvement in Trait Anxiety, but not State Anxiety, compared with untreated controls. A randomized controlled trial with three parallel arms was completed in 1998 with 93 nursing students aged 19-49 years. The setting was a university college in the United Kingdom. The treatment group received eight weekly sessions of autogenic training, the attention control group received eight weekly sessions of laughter therapy, and the time control group received no intervention. The outcome measures were the State-Trait Anxiety Inventory, the Maslach Burnout Inventory, blood pressure and pulse rate completed at baseline, 2 months (end of treatment), and 5, 8, and 11 months from randomization. There was a statistically significantly greater reduction of State (Pautogenic training group than in both other groups immediately after treatment. There were no differences between the groups for the Maslach Burnout Inventory. The autogenic training group also showed statistically significantly greater reduction immediately after treatment in systolic (PAutogenic training has at least a short-term effect in alleviating stress in nursing students.

Anxiety in mammography: mammographers' and clients' perspectives

International Nuclear Information System (INIS)

Galletta, S.; Joel, N.; Maguire, R.; Weaver, K.; Poulos, A.

2003-01-01

The aim of this study was to identify causes of anxiety experienced by mammographers and clients during mammography and strategies to decrease the anxiety generated by the mammographic procedure. Two questionnaires were distributed: one to mammographers in public and private centres within NSW, the other to women (clients) who have experienced mammography. Mammographers' and clients' rankings of causes of clients' anxiety demonstrated many similarities indicating the mammographers' acknowledgement of factors contributing to client anxiety. Thematic analysis provided important qualitative data concerning anxiety experienced by both mammographers and clients and the influence of mammographer and client behaviour on that anxiety. The results of this study have provided important new knowledge for mammographic practice and mammography education. By understanding the causes of anxiety experienced by clients, mammographers can provide an informed, empathetic approach to the mammographic process. By acknowledging factors which increase their own anxiety mammographers can reduce the impact of this on themselves and on their clients. Copyright (2003) Australian Institute of Radiography

DSM-IV-defined anxiety disorder symptoms in a middle-childhood-aged group of Malaysian children using the Spence Children's Anxiety Scale.

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Ahmadi, Atefeh; Mustaffa, Mohamed Sharif; Udin, Amirmudin; Haghdoost, AliAkbar

2016-01-01

Pediatric anxiety disorders are the most common mental health disorders in the middle-childhood age group. The purpose of this study is to assess anxiety disorder symptoms, as defined by the Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV), in a large community sample of low socioeconomic level rural children and to investigate some of the psychometric properties (internal consistency, construct and convergent validity and items rated as often or always experienced) of the Malay version of the Spence Children's Anxiety Scale - Child version (SCAS-C). Six hundred children aged 9-11 and 424 of their parents completely answered the child or parent versions of the SCAS. Results indicated that the internal reliability of subscales were moderate to adequate. Significant correlations between child and parent reports supported the measure's concurrent validity. Additionally, anxiety levels in this Malaysian sample were lower than among South-African children and higher than among their Western peers. There were both similarities and differences between symptom items reported as often or always experienced by Malaysian students and by children from other cultures. Confirmatory factor analysis provided evidence of the existence of five inter-correlated factors for anxiety disorders based on SCAS-C. Although some of the instrument's psychometric properties deviated from those observed in some other countries, it nevertheless appears to be useful for assessing childhood anxiety symptoms in this country.

Effects of mindfulness-based stress reduction on depression, anxiety, stress and mindfulness in Korean nursing students.

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Song, Yeoungsuk; Lindquist, Ruth

2015-01-01

Nursing students often experience depression, anxiety, stress and decreased mindfulness which may decrease their patient care effectiveness. Mindfulness-based stress reduction (MBSR) effectively reduced depression, anxiety and stress, and increased mindfulness in previous research with other populations, but there is sparse evidence regarding its effectiveness for nursing students in Korea. To examine the effects of MBSR on depression, anxiety, stress and mindfulness in Korean nursing students. A randomized controlled trial. Fifty (50) nursing students at KN University College of Nursing in South Korea were randomly assigned to two groups. Data from 44 students, MBSR (n=21) and a wait list (WL) control (n=23) were analyzed. The MBSR group practiced mindfulness meditation for 2 h every week for 8 weeks. The WL group did not receive MBSR intervention. Standardized self-administered questionnaires of depression, anxiety, stress and mindfulness were administered at the baseline prior to the MBSR program and at completion (at 8 weeks). Compared with WL participants, MBSR participants reported significantly greater decreases in depression, anxiety and stress, and greater increase in mindfulness. A program of MBSR was effective when it was used with nursing students in reducing measures of depression, anxiety and stress, and increasing their mindful awareness. MBSR shows promise for use with nursing students to address their experience of mild depression, anxiety and stress, and to increase mindfulness in academic and clinical work, warranting further study. Copyright © 2014 Elsevier Ltd. All rights reserved.

The effect of music listening on the anxiety of nursing students during their first blood draw experience.

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Ince, Serpil; Çevik, Kıvan

2017-05-01

Nursing education is a process aimed both at theoretical knowledge and skill development. The Fundamentals of Nursing is a course that furnishes students with professional knowledge, concepts and technical skills, and, also, is the keystone of nursing education in our country. Students experience a great deal of anxiety as they face basic nursing practices for the first time. Studies have revealed the effectiveness of music in relieving anxiety in many patient groups. However, no previous studies were found where music was used with the intent to lower the anxiety that students experience over the course of skill learning. The experimental study is aimed at determining the effect of music in decreasing anxiety during the first nursing practices of students in a laboratory setting. The experimental study was conducted on nursing students of Akdeniz University attending Fundamentals of Nursing, a freshman course, during the 2013-2014 academic year. A total of 73 students, of which 34 were assigned to the experimental group and 39 to the control group, participated in the study. Data collection was carried out using (a) the student identification form prepared by the authors, (b) skill control lists and (c) the Situational Anxiety Scale. The students in the experimental group listened to music during blood draw skill practice in a laboratory environment. The students were assessed with respect to their performance of blood drawing through skill control lists using the statements "True", "False" and "Forgotten". The anxiety levels and vital signs of students were assessed before and after the practice. The mean age of the students was 19.08. 64.7% of the experimental group and 82.1% of the control group were female. The age group of 64.7% of the students in the experimental group was female. The age group of 82.1% of the students in the control group was female. After music listening, the mean anxiety score of the students was 38.70±3.83 in the experimental group and

The Embedded Counseling Model: An Application to Dental Students.

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Adams, David Francis

2017-01-01

Prior research has suggested that dental students experience high rates of stress, anxiety, and mood concerns, which have been linked to poor academic performance, health concerns, and substance abuse. The aim of this study was to evaluate the impact of an embedded counseling office at the University of Iowa College of Dentistry & Dental Clinics in its first three academic semesters. Data were gathered from students attending appointments, and two inventories were used to monitor students' counseling progress and gather psychological outcomes data: the Counseling Center Assessment of Psychological Symptoms-34 (CCAPS-34) and the Outcome Rating Scale (ORS). In the three semesters, 55 students attended 251 counseling appointments, with an average of 4.5 appointments per student. Their presenting psychological concerns included academic concerns, time management, test anxiety, study skills, low self-esteem, self-care, interpersonal conflicts, anxiety, depression, stress management, sexual concerns, substance abuse, eating/body image concerns, work-life balance, and financial issues. The CCAPS-34 data showed that, at initial clinical assessment, students experienced moderate levels of depression, generalized anxiety, social anxiety, academic distress, and overall psychological distress; 45 (82%) showed clinically significant symptoms on at least one CCAPS-34 subscale. The ORS data further showed that the students entered counseling experiencing high levels of psychological distress. A positive relationship was found between number of counseling appointments and increased overall functioning. These results suggest that an embedded counseling office can help dental schools meet the needs of their students.

The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy.

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Griggs, Marissa Swaim; Rimm-Kaufman, Sara E; Merritt, Eileen G; Patton, Christine L

2013-12-01

Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as schools' use of Social and Emotional Learning (SEL) practices to students' math and science self-efficacy. Fifth graders (n = 1,561) completed questionnaires regarding their feelings about math and science. Approximately half of the students attended schools implementing the Responsive Classroom® (RC) approach, an SEL intervention, as part of a randomized controlled trial. Results suggested no difference in math and science self-efficacy between boys and girls. Students who self-reported higher math and science anxiety also reported less self-efficacy toward these subjects. However, the negative association between students' anxiety and self-efficacy was attenuated in schools using more RC practices compared with those using fewer RC practices. RC practices were associated with higher science self-efficacy. Results highlight anxiety as contributing to poor self-efficacy in math and science and suggest that RC practices create classroom conditions in which students' anxiety is less strongly associated with negative beliefs about their ability to be successful in math and science. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Putting the relationship between social anxiety and alcohol use into context: A daily diary investigation of drinking in response to embarrassing events

OpenAIRE

O’Grady, Megan A.; Cullum, Jerry; Armeli, Stephen; Tennen, Howard

2011-01-01

The goal of this study was to clarify mixed findings regarding the association between dispositional social anxiety and drinking among college students by using a daily diary method to examine whether a within-person social-contextual event moderated the relationship between social anxiety and alcohol use. College students (n = 476) completed a measure of dispositional social anxiety and then for 30 days reported whether they experienced an embarrassing event in public and the amount of alcoh...

The relationship between procrastination, learning strategies and statistics anxiety among Iranian college students: a canonical correlation analysis.

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Vahedi, Shahrum; Farrokhi, Farahman; Gahramani, Farahnaz; Issazadegan, Ali

2012-01-01

Approximately 66-80%of graduate students experience statistics anxiety and some researchers propose that many students identify statistics courses as the most anxiety-inducing courses in their academic curriculums. As such, it is likely that statistics anxiety is, in part, responsible for many students delaying enrollment in these courses for as long as possible. This paper proposes a canonical model by treating academic procrastination (AP), learning strategies (LS) as predictor variables and statistics anxiety (SA) as explained variables. A questionnaire survey was used for data collection and 246-college female student participated in this study. To examine the mutually independent relations between procrastination, learning strategies and statistics anxiety variables, a canonical correlation analysis was computed. Findings show that two canonical functions were statistically significant. The set of variables (metacognitive self-regulation, source management, preparing homework, preparing for test and preparing term papers) helped predict changes of statistics anxiety with respect to fearful behavior, Attitude towards math and class, Performance, but not Anxiety. These findings could be used in educational and psychological interventions in the context of statistics anxiety reduction.

Effects of Clicker Use on Calculus Students' Mathematics Anxiety

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Batchelor, John

2015-01-01

This paper reports the results of a survey study of clicker use and mathematics anxiety among students enrolled in an undergraduate calculus course during the Fall 2013 semester. Students in two large lecture sections of calculus completed surveys at the beginning and end of the course. One class used clickers, whereas the other class was taught…

Metacognition Process of Students with High Mathematics Anxiety in Mathematics Problem-Solving

OpenAIRE

Patrisius Afrisno Udil; Tri Atmojo Kusmayadi; Riyadi Riyadi

2017-01-01

This study aims to find out students’ metacognition process while solving the mathematics problem. It focuses on analyzing the metacognition process of students with high mathematics anxiety based on Polya’s problem solving phases. This study uses qualitative research with case study strategy. The subjects consist of 8 students of 7th grade selected through purposive sampling. Data in the form of Mathematics Anxiety Scale (MAS) result and recorded interview while solving mathematics problems ...

Locus of control, test anxiety, academic procrastination, and achievement among college students.

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Carden, Randy; Bryant, Courtney; Moss, Rebekah

2004-10-01

114 undergraduates completed the Internal-External Locus of Control scale, the Procrastination Scale, and the Achievement Anxiety Test. They also provided a self-report of their cumulative GPA. Students were divided into two groups by a median-split of 10.5, yielding an internally oriented group of 57 and an externally oriented group of 57. The former students showed significantly lower academic procrastination, debilitating test anxiety, and reported higher academic achievement than the latter.

Exploring Statistics Anxiety: Contrasting Mathematical, Academic Performance and Trait Psychological Predictors

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Bourne, Victoria J.

2018-01-01

Statistics anxiety is experienced by a large number of psychology students, and previous research has examined a range of potential correlates, including academic performance, mathematical ability and psychological predictors. These varying predictors are often considered separately, although there may be shared variance between them. In the…

Role of Alexithymia, Anxiety, and Depression in Predicting Self-Efficacy in Academic Students.

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Faramarzi, Mahbobeh; Khafri, Soraya

2017-01-01

Objective . Little research is available on the predictive factors of self-efficacy in college students. The aim of the present study is to examine the role of alexithymia, anxiety, and depression in predicting self-efficacy in academic students. Design . In a cross-sectional study, a total of 133 students at Babol University of Medical Sciences (Medicine, Dentistry, and Paramedicine) participated in the study between 2014 and 2015. All participants completed the Toronto Alexithymia Scale (TAS-20), College Academic Self-Efficacy Scale (CASES), and 14 items on anxiety and depression derived from the 28 items of the General Health Questionnaire (28-GHQ). Results . Pearson correlation coefficients revealed negative significant relationships between alexithymia and the three subscales with student self-efficacy. There was no significant correlation between anxiety/depression symptoms and student self-efficacy. A backward multiple regression analysis revealed that alexithymia was a negative significant predictor of self-efficacy in academic students ( B = -0.512, P academic functioning, we suggest it should be routinely evaluated by mental physicians at universities.

Mathematics Anxiety in College Students in Costa Rica and their Relatonship with Academic Achievement and Socio-Demographic Variables

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Islande C. Delgado Monge

2017-04-01

Full Text Available The study tried to determine the relationship between mathematics anxiety and the variables of gender, academic achievement, number of times students have taken the course and type of school in students taking the course MAT-001 General Mathematics of the National University of Costa Rica. To that end, a purposive sample of 472 students of such course was collected and the instrument of Hopko, Mahadevan, Bare and Hunt was adjusted to it (2003. Data collected were analyzed with the statistical program SPSS applying the corresponding hypothesis tests. According with the results, students showed a medium level of math anxiety and women showed a math anxiety significantly higher than men, while student graduated from private schools showed a significantly lower level of math anxiety than those from public schools or from the modality “General Equivalency Diploma”. Besides, the higher the math anxiety of the student is, the lower their academic achievement will be. Finally, there were no statistically significant differences between math anxiety and the number of times students have taken the course.

No Fear, Just Relax and Play: Social Anxiety, Alcohol Expectancies, and Drinking Games among College Students

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Ham, Lindsay S.; Zamboanga, Byron L.; Olthuis, Janine V.; Casner, Hilary G.; Bui, Ngoc

2010-01-01

Objective: The authors examined the association between social anxiety and drinking game (DG) involvement as well as the moderating role of social anxiety-relevant alcohol outcome expectancies (AOE) in social anxiety and DG involvement among college students. Participants: Participants were 715 students (74.8% women, M[subscript age] = 19.46, SD =…

Test anxiety and telomere length: Academic stress in adolescents may not cause rapid telomere erosion.

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Zou, Yaru; Leong, Waiian; Yao, Mingling; Hu, Xuefei; Lu, Sixiao; Zhu, Xiaowei; Chen, Lianxiang; Tong, Jianjing; Shi, Jingyi; Gilson, Eric; Ye, Jing; Lu, Yiming

2017-02-14

Academic stress (AS) is one of the most important health problems experienced by students, but no biomarker of the potential psychological or physical problems associated with AS has yet been identified. As several cross-sectional studies have shown that psychiatric conditions accelerate aging and shorten telomere length (TL), we explored whether AS affected TL.Between June 2014 and July 2014, we recruited 200 junior high school students with imminent final examinations for participation in this study. The students were divided into three subgroups (mild, moderate, and severe anxiety) using the Sarason Test Anxiety Scale (TAS). Saliva samples were collected for TL measurement via quantitative polymerase chain reaction (qPCR).Students from both a specialized and a general school suffered from anxiety (p > 0.05). A total 35% had severe anxiety (score: 26.09±3.87), 33% had moderate anxiety (16.98±2.64), and 32% had mild anxiety (7.89±1.92). The TAS values differed significantly (p 0.05): 1.14±0.46 for those with severe anxiety, 1.02±0.40 for those with moderate anxiety, and 1.12±0.45 for those with mild anxiety.Previous reports have found that AS is very common in Asian adolescents. We found no immediate telomere shortening in adolescents with AS. Longitudinal observations are required to determine if TL is affected by AS.

Assessment Sleep Quality and its Relationship with Test Anxiety among High School Students in Qom- Iran

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Saman barmeh ziyar

2016-10-01

Full Text Available Background Test anxiety is a special case of a general anxiety which is of particular importance in students, because students will be the future of the country and the society activists. On the other hand, sleep quality and sleep disorders, have correlation with ailments, poor performance, decreased quality of life and increase of associated costs; This study aimed to determine the quality of sleep and its relationship with test anxiety among students in Qom city, Iran. Materials and Methods This study was a cross-sectional study, which was performed among 250 students who were going to pass the exam preparation classes. In order to collect data Pittsburgh Sleep Quality Index (PSQI questionnaires and Test Anxiety Inventory (TAI questionnaire were used. Data were analyzed using SPSS-16 with descriptive statistics and statistical methods, independent t-test, ANOVA and Pearson correlation coefficient. Results In this study, 50% of participants were boys (n=125 and 50 percent were girls (n=125. 81.4% of subjects had poor sleep quality and 69.6% had average to high score for test anxiety. Based on the results of anxiety test and sleep quality index there was a significant correlation between anxiety and sleep quality with gender (P=0.003, r=0.447. Conclusion School children had poor sleep quality and high test anxiety, and due to their direct and significant correlation, attention to this category of students, especially for girls, is important. Therefore, anxiety and promoting sleep quality control programs are recommended in this group.

Survey of Anxiety Levels and Its Relation to Students Demographic of Alborz University of Medical Sciences

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R. Norouzinia

2012-10-01

Full Text Available Background: Today, changing lifestyles, social relations and the advancement of technology causes fear, threats and concerns of different groups in society, especially students. Adverse impact of Anxiety on the efficacy and talents, personality and social identity formation of students, threat to achieve the goals of academic achievement and mental health. The present study was conducted to determine level of anxiety and some of their demographic correlates in the Alborz University of Medical Sciences in 1390. Methods: This study is a descriptive cross sectional study. The study population included all students of the Alborz university. 305 students were selected by stratified random sampling method. The data collection instrument was a demographic questionnaire and standardized Spielberger Anxiety Inventory. Data were analyzed using descriptive and inferential statistical methods. Results: Based on our results, 64 percent of students were anxious. Anxiety levels were significantly higher in men than women (p=0.049. The level of anxiety and interesting in medical course (p<0.001, non-academic study (p=0.007 and a major physical illness (p=0.009 had significant correlations with together. Conclusion: Results showed a high percentage of students anxious. Regarding the relation between anxiety and other problems such as depression and other disorders including failure in educational function, social relationships and lifestyle, Training courses on coping skills for anxiety and stress as well as consulting services and further guidance is recommended for them.

Stress, depression, and anxiety among undergraduate nursing students.

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Chernomas, Wanda M; Shapiro, Carla

2013-11-07

Admission to a professional program marks the beginning of fulfilling a career goal. However, the rigors of professional education can be demanding. Stress, depression, and anxiety (SDA) can interfere with learning, affect academic performance, and impair clinical practice performance. Studies report a general increase in the severity of and extent of mental health problems among college/university students. The literature regarding nursing students' mental health distress identifies academic and personal sources of stress and coping efforts, with emphasis on the stress and anxiety associated with clinical practice. This cross-sectional descriptive exploratory study investigated levels of SDA among nursing students in 3 years of a university-based program. The association between quality of life indicators including known stressors, such as financial concerns and balance between school and personal life, and SDA was also investigated. Through an online survey, 437 participants from one mid-western Canadian undergraduate nursing program completed the Depression Anxiety Stress Scales and provided data on quality of life indicators and demographic information. Participants also were invited to provide narrative data about their experiences with SDA. This article will present significant findings including: levels of SDA; comparisons between our sample and a normative sample on the dimensions of SDA; and the results of multiple regression analysis identifying significant predictors of each dimension. Themes from the qualitative comments from 251 of the participants were identified and added depth and clarity to the quantitative findings. The predominant themes represented were: perceptions of clinical practice, coping, personal issues, and balancing school, work, and personal life. Implications and recommendations for curriculum design, ensuring students understand program expectations prior to admission, and enhancing accessibility to mental health/support services

The relationship among young adult college students' depression, anxiety, stress, demographics, life satisfaction, and coping styles.

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Mahmoud, Jihan Saber Raja; Staten, Ruth; Hall, Lynne A; Lennie, Terry A

2012-03-01

Recent research indicates that young adult college students experience increased levels of depression, anxiety, and stress. It is less clear what strategies college health care providers might use to assist students in decreasing these mental health concerns. In this paper, we examine the relative importance of coping style, life satisfaction, and selected demographics in predicting undergraduates' depression, anxiety, and stress. A total of 508 full-time undergraduate students aged 18-24 years completed the study measures and a short demographics information questionnaire. Coping strategies and life satisfaction were assessed using the Brief COPE Inventory and an adapted version of the Brief Students' Multidimensional Life Satisfaction Scale. Depression, anxiety, and stress were measured using the Depression Anxiety and Stress Scale-21 (DASS-21). Multiple regression analyses were used to examine the relative influence of each of the independent variables on depression, anxiety, and stress. Maladaptive coping was the main predictor of depression, anxiety, and stress. Adaptive coping was not a significant predictor of any of the three outcome variables. Reducing maladaptive coping behaviors may have the most positive impact on reducing depression, anxiety, and stress in this population.

Perceived teacher support and language anxiety in Polish secondary school EFL learners

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Ewa Piechurska-Kuciel

2011-04-01

Full Text Available The teacher’s role is vital, both in respect to achieving academic goals, and with regard to the regulation of emotional and social processes. Positive perceptions of teacher support can endorse psychological wellness, and help maintain students’ academic interests, higher academic achievement and more positive peer relationships. The teacher who shows understanding, empathy and consistency in their behavior helps students start forming an identity, which will assist them in coping with stress and anxiety directly connected with the foreign language learning process (language anxiety. The main aim of this research is to investigate the relationship between teacher support and language anxiety levels. It is speculated that teacher support functions as a buffer from the effects of negative emotions, such as language anxiety experienced in the foreign language learning process. The participants of the study were 621 secondary grammar school students whose responses to a questionnaire were the main data source. The results of the study demonstrate that students with higher levels of teacher support experience lower language anxiety levels in comparison to their peers with lower levels of teacher support. Students who have a feeling that they can count on the instructor’s help, advice, assistance, or backing manage the learning process more successfully. They evaluate their language abilities highly and receive better final grades. Nevertheless, gender and residential location do not moderate teacher support and language anxiety due to the specificity of the sample consisting of novice secondary grammar school students.

Role of Alexithymia, Anxiety, and Depression in Predicting Self-Efficacy in Academic Students

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2017-01-01

Objective. Little research is available on the predictive factors of self-efficacy in college students. The aim of the present study is to examine the role of alexithymia, anxiety, and depression in predicting self-efficacy in academic students. Design. In a cross-sectional study, a total of 133 students at Babol University of Medical Sciences (Medicine, Dentistry, and Paramedicine) participated in the study between 2014 and 2015. All participants completed the Toronto Alexithymia Scale (TAS-20), College Academic Self-Efficacy Scale (CASES), and 14 items on anxiety and depression derived from the 28 items of the General Health Questionnaire (28-GHQ). Results. Pearson correlation coefficients revealed negative significant relationships between alexithymia and the three subscales with student self-efficacy. There was no significant correlation between anxiety/depression symptoms and student self-efficacy. A backward multiple regression analysis revealed that alexithymia was a negative significant predictor of self-efficacy in academic students (B = −0.512, P students. Multiple backward logistic analysis regression revealed that number of passed semesters, gender, mother's education, father's education, and doctoral level did not accurately predict alexithymia in college students. Conclusion. As alexithymia is prevalent in college students and affects self-efficacy and academic functioning, we suggest it should be routinely evaluated by mental physicians at universities. PMID:28154839

Viva Survivors--The Effect of Peer-Mentoring on Pre-Viva Anxiety in Early-Years Students

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Knight, Rachael-Anne; Dipper, Lucy; Cruice, Madeline

2018-01-01

"Viva voce" exams are used in many disciplines as a test of students' knowledge and skills. Whilst acknowledged as a useful form of assessment, vivas commonly lead to a great deal of anxiety for students. This anxiety is also apparent for vivas in phonetics, where the students must produce and recognise sounds drawn from across the…

Mathematics Anxiety and Prevention Strategy: An Attempt to Support Students and Strengthen Mathematics Education

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Aweke Shishigu

2018-02-01

Full Text Available In the process of reaching a medium income country, science, mathematics and technology have become an emphasis of Ethiopia. But, currently, students' interest to study mathematics and ability in mathematics is declining. This study therefore aimed to investigate the prevalence of mathematics anxiety and its effect on students' current mathematics achievement. Additionally, by grounding on the literature, some strategies supposed to reduce the negative effects of math anxiety were identified for practice. The study was conducted on five randomly selected public secondary schools of East Shoa Zone in Oromia region. Math anxiety was measured using a validated instrument called Math Anxiety Rating Scale (MARS, whereas students' current mathematics achievement was measured using achievement test. Structural model was developed to examine causal relationship of the variables treated in the study. The finding revealed that there was a significant negative relationship between mathematics anxiety and achievement. There was also a statistically significant gender difference in mathematics anxiety and current math achievement, with effect size small and typical respectively. Based on the findings of the study, imperative implication for practice and future research were made.

Anxiety Level in Students of Public Speaking: Causes and Remedies

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Farhan Uddin Raja

2017-06-01

Full Text Available Despite being competent in their field of work, professional’s worldwide struggle due to lack of good public speaking skills. Their assessments and appraisals are often not depictive of their professional competitiveness; therefore, it is important for students to overcome public speaking anxiety before they transit from academic life to professional life. The purpose of this study is to analyze the reasons behind the anxiety level in undergraduate students of a public speaking class and recommend strategies to overcome this fear. This study was entailed quantitative research paradigm on a sample of 50 students using convenience sampling technique from a reputable private sector business school in Karachi. The findings showed that students who fear public speaking can perform well if they use certain strategies to fight their fears. 75% participants admitted their fear of public speaking and 95% participants agreed that if proper counseling, instruction and coaching is provided, this fear can be overcome. Research revealed that exposure to virtual environment can facilitate student confidence and enables themto face audience irrespective of the size.

DEVELOPING OF INDIVIDUAL INSTRUMENT PERFORMANCE ANXIETY SCALE: VALIDITY - RELIABILITY STUDY

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Esra DALKIRAN

2014-07-01

Full Text Available The purpose of this study is to develop a scale unique to our culture, concerning  individual instrument performance anxiety of the students  who are getting instrument training  in the Department of Music Education. In the study, the descriptive research model is used and qualitative research techniques are utilized. The study population consists of the students attending the 23 universities which has Music Education Department. The sample of the study consists of 438 girls and 312 boys, totally 750 students  who are studying in the Department of Music Education of randomly selected 10 universities. As a result of the explanatory and confirmatory factor analyses that were performed, a one-dimensional structure consisting of 14 items was obtained. Also, t-scores and  the coefficient scores of total item correlation concerning the distinguishing power of the items, the difference in the scores of the set of lower and upper 27% was calculated, and it was observed that the items are distinguishing as a result of both analyses. Of the scale, Cronbach's alpha coefficient of internal consistency was calculated as .94, and test-retest reliability coefficient was calculated as .93. As a result, a valid and reliable assessment and evaluation instrument that measures the exam performance anxiety of the students studying in the Department of Music Education, has been developed.Extended AbstractsIntroductionAnxiety is a universal phenomenon which people experience once or a few times during lives. It was accepted as concern for the future or as an unpleasant emotional experience regarding probable hitches of the events (Di Tomasso & Gosch, 2002.In general, the occasions on which negative feelings are experienced cause anxiety to arise (Baltaş and Baltaş, 2000. People also feel anxious in dangerous situations. Anxiety may lead a person to be creative, while it may have hindering characteristics. Anxiety is that an individual considers him

Thinking while drinking: Fear of negative evaluation predicts drinking behaviors of students with social anxiety.

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Villarosa-Hurlocker, Margo C; Whitley, Robert B; Capron, Daniel W; Madson, Michael B

2018-03-01

College students with social anxiety disorder experience more alcohol-related negative consequences, regardless of the amount of alcohol they consume. Social anxiety refers to psychological distress and physiological arousal in social situations due to an excessive fear of negative evaluation by others. The current study examined within-group differences in alcohol-related negative consequences of students who met or exceeded clinically-indicated social anxiety symptoms. In particular, we tested a sequential mediation model of the cognitive (i.e., fear of negative evaluation) and behavioral (protective behavioral strategies) mechanisms for the link between social anxiety disorder subtypes (i.e., interaction and performance-type) and alcohol-related negative consequences. Participants were 412 traditional-age college student drinkers who met or exceeded the clinically-indicated threshold for social anxiety disorder and completed measures of fear of negative evaluation, protective behavioral strategies (controlled consumption and serious harm reduction), and alcohol-related negative consequences. Fear of negative evaluation and serious harm reduction strategies sequentially accounted for the relationship between interaction social anxiety disorder and alcohol-related negative consequences, such that students with more severe interaction social anxiety symptoms reported more fear of negative evaluation, which was related to more serious harm reduction strategies, which predicted fewer alcohol-related negative consequences. Future directions and implications are discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Impact of Information Technology on Library Anxiety: The Role of Computer Attitudes

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Qun G. Jiao

2017-09-01

Full Text Available Over the past two decades, computer-based technologies have become dominant forces to shape and reshape the products and services the academic library has to offer. The applicationo of library technologies has had a profound impact on the way library resources are being used. Although many students continue to experience high levels of library anxiety, it is likely that the new technologies in the library have led to them experiencing other forms of negative affective states that may be, in part, a function of their attitude towards computers. This study investigates whether students' computer attitudes predict levels of library anxiety.

Survey of stress, anxiety, depression and self-concept of students of Fasa University of medical sciences, 2010

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Majid Najafi Kalyani

2013-09-01

Full Text Available Background & Objectives: Studying periods in university is very important for students. Because of the problems, this period is usually accompanied with mental status changes of students. The aim of this study was the assessment of psychological variables (stress, anxiety and depression and self-concept of students. Materials & Methods: In this cross-sectional study, all the students studying at Fasa University of Medical Sciences in the academic year 89-88 were selected through census sampling method. The DASS-21 was used to assess stress, anxiety and depression of students and in order to evaluate the status of their self-concept; the Carl Rogers questionnaire was used. Data analysis was performed with SPSS software using descriptive and inferential statistics (t test, ANOVA, Chi square and Pearson correlation. Results: The results of this study showed that 76% of students had stress, 56.4% anxiety and 53.1% depression, and 69/3% had weak or negative self-concepts. There was a statistically significant correlation between high stress, anxiety and depression with negative self-concept (P<0.001.Conclusion: High stress, anxiety and depression and also a significant correlation between increased stress, anxiety and depression with negative and weak self-concept of students were found. It is necessary to devote more careful attention to mental health issues of students and have appropriate interventions.

Statistics anxiety among undergraduate students in the faculty of ...

African Journals Online (AJOL)

The purpose of the study was to determine the level of statistics anxiety among undergraduate students, and whether the level of influenced by factor e.g gender and age. A sample of 100 third year students who enrolled for basic statistics in the University of Calabar was used for the study. A series of t-tests revealed that the ...

PREVALENCE, CAUSES AND PATTERNS OF ANXIETY TOWARDS EXAMINATIONS AND ATTITUDE TOWARDS COPING: A STUDY AMONG MEDICAL STUDENTS

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Tassadaq, Mohammad Munaim; Naseem, Muhammed; Zafar, Mehnaz

2016-01-01

Aims: The objective of this study is to assess symptoms of test anxiety among medical students and its association with various academic, social and health-related factors. The specific aims are to determine: the prevalence of symptoms of test anxiety, the factors responsible for and different patterns of test anxiety, the correlation of socio-demographic data with test anxiety in medical students and the attitude towards coping strategies developped by them to deal with test anxiety.Methods:...

The Relationship Between Procrastination, Learning Strategies and Statistics Anxiety Among Iranian College Students: A Canonical Correlation Analysis

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Vahedi, Shahrum; Farrokhi, Farahman; Gahramani, Farahnaz; Issazadegan, Ali

2012-01-01

Objective: Approximately 66-80%of graduate students experience statistics anxiety and some researchers propose that many students identify statistics courses as the most anxiety-inducing courses in their academic curriculums. As such, it is likely that statistics anxiety is, in part, responsible for many students delaying enrollment in these courses for as long as possible. This paper proposes a canonical model by treating academic procrastination (AP), learning strategies (LS) as predictor variables and statistics anxiety (SA) as explained variables. Methods: A questionnaire survey was used for data collection and 246-college female student participated in this study. To examine the mutually independent relations between procrastination, learning strategies and statistics anxiety variables, a canonical correlation analysis was computed. Results: Findings show that two canonical functions were statistically significant. The set of variables (metacognitive self-regulation, source management, preparing homework, preparing for test and preparing term papers) helped predict changes of statistics anxiety with respect to fearful behavior, Attitude towards math and class, Performance, but not Anxiety. Conclusion: These findings could be used in educational and psychological interventions in the context of statistics anxiety reduction. PMID:24644468

The Effectiveness of Attribution Retraining on Anxiety of Students with Learning Disabilities

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Marzieh Yahyaei

2014-03-01

Full Text Available Objective: The present study aimed to determine the effectiveness of attribution retraining group program on anxiety of students with learning disabilities. Materials & Methods: In this semi-experimental study pre-test and post-test design with control group was used. Two learning disorders centers were selected on purpose and conveniently in Tehran City in 2012-13 academic years. Thirty six students (9 girls and 27 boys who were educating in 2nd to 6th grade in elementary school with learning disabilities selected in convenience. One center was considered as experimental group and the other one as control group randomly (each group consisted of 18 individuals. Experimental group was divided into three subgroups (each consisted of 6 individuals, and were participated in 11 intervention sessions (each lasts for 45 minutes twice a week and received attribution retraining program, but control group received no training. Spence Children Anxiety Scale (SCAS was completed before and after the intervention by all subjects. Data were analyzed by independent t-test and analysis of covariance. Results: The results of analysis of covariance showed that attribution retraining intervention did not influence the anxiety. There is no significant difference between the anxiety of experimental and control group (P=0.34. Conclusion: It was concluded that attribution retraining group program can not probably reduce anxiety symptoms of students with learning disabilities.

Hostility/anger as a mediator between college students' emotion regulation abilities and symptoms of depression, social anxiety, and generalized anxiety.

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Asberg, Kia

2013-01-01

Internalizing problems are common among college students and have been linked consistently to deficits in emotion regulation (ER). Also, hostility/anger (animosity toward others, phenomenological aspect of anger) is an important feature of internalizing problems, but has received limited attention as a mediator between ER and outcomes. Results (N = 160) indicated that although college students' ER abilities corresponded with all three types of internalizing symptoms, hostility/anger mediated fully the relationship for symptoms of depression and social anxiety, but not generalized anxiety (GAD). The stronger interpersonal aspect inherent in depression and social anxiety relative to GAD may in part explain findings, but findings must be viewed in lieu of limitations, which include self-report, a non-clinical sample, and a cross-sectional design. Overall, hostility/anger may be important to address in interventions and programs aimed at reducing internalizing problems, especially among those who demonstrate ER deficits and are prone to depression and social anxiety.

DSM-IV-defined anxiety disorder symptoms in a middle-childhood-aged group of Malaysian children using the Spence Children's Anxiety Scale

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Atefeh Ahmadi

2016-03-01

Full Text Available Introduction Pediatric anxiety disorders are the most common mental health disorders in the middle-childhood age group. The purpose of this study is to assess anxiety disorder symptoms, as defined by the Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV, in a large community sample of low socioeconomic level rural children and to investigate some of the psychometric properties (internal consistency, construct and convergent validity and items rated as often or always experienced of the Malay version of the Spence Children's Anxiety Scale - Child version (SCAS-C. Method Six hundred children aged 9-11 and 424 of their parents completely answered the child or parent versions of the SCAS. Results Results indicated that the internal reliability of subscales were moderate to adequate. Significant correlations between child and parent reports supported the measure's concurrent validity. Additionally, anxiety levels in this Malaysian sample were lower than among South-African children and higher than among their Western peers. There were both similarities and differences between symptom items reported as often or always experienced by Malaysian students and by children from other cultures. Confirmatory factor analysis provided evidence of the existence of five inter-correlated factors for anxiety disorders based on SCAS-C. Conclusion Although some of the instrument's psychometric properties deviated from those observed in some other countries, it nevertheless appears to be useful for assessing childhood anxiety symptoms in this country.

Depression, anxiety, and tobacco use: Overlapping impediments to sleep in a national sample of college students.

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Boehm, Matthew A; Lei, Quinmill M; Lloyd, Robin M; Prichard, J Roxanne

2016-10-01

To examine how tobacco use and depression/anxiety disorders are related to disturbed sleep in college students. 85,138 undergraduate respondents (66.3% female, 74.5% white, non-Hispanic, ages 18-25) from the Spring 2011 American College Health Association-National College Health Assessment II database. Multivariate analyses of tobacco use (none, intermediate, daily) and mental health (diagnosed and/or symptomatic depression or anxiety) were used to predict sleep disturbance. Daily tobacco use was associated with more sleep problems than binge drinking, illegal drug use, obesity, gender, and working >20 hours/week. Students with depression or anxiety reported more sleep disturbances than individuals without either disorder, and tobacco use in this population was associated with the most sleep problems. Tobacco use and depression/anxiety disorders are both independently associated with more sleep problems in college students. Students with depression and/or anxiety are more likely to be daily tobacco users, which likely exacerbates their sleep problems.

A randomized control study of psychological intervention to reduce anxiety, amotivation and psychological distress among medical students

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Coumaravelou Saravanan; Rajiah Kingston

2014-01-01

Background: Test anxiety aggravates psychological distress and reduces the motivation among graduate students. This study aimed to identify psychological intervention for test anxiety, which reduces the level of psychological distress, amotivation and increases the intrinsic and extrinsic motivation among medical students. Materials and Methods: Westside test anxiety scale, Kessler Perceived Stress Scale and Academic Motivation Scale were used to measure test anxiety, psychological distress a...

The comparison of attentional control deficits in the three group of normal, with social anxiety disorder and with comorbidity (social anxiety disorder and depression) students of Lorestan University

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Ghadampour E; Rezaei F; Hosseini Ramaghani NA; Moradi M

2017-01-01

Background and aims: One of the mechanisms that thought to underlie social anxiety disorder is dysfunction in attentional control. The current study was designed to compare attentional control deficits in the three group: normal, with social anxiety disorder and with comorbidity (social anxiety disorder and depression) students. Methods: The design of present study was causal-comparative. Statistical population of this study contained all normal female students, with social anxiety disorde...

Reducing test anxiety and improving academic self-esteem in high school and college students with learning disabilities.

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Wachelka, D; Katz, R C

1999-09-01

Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure in otherwise capable students. Because test anxiety is common in older students with learning disabilities (LD), it is surprising that little research has been done on ways to reduce the distress these students experience in test situations. In this study, we used a randomized pretest-posttest control group design to examine the effectiveness of a cognitive-behavioral treatment for reducing test anxiety and improving academic self-esteem in a cohort (N = 27) of high school and college students with learning disabilities (LD). All of the students participated voluntarily. They were enrolled in classes for students with learning problems. Before the study began, they complained of test anxiety and showed an elevated score on the Test Anxiety Inventory (TAI). Eleven students (85%) completed the 8-week long treatment, which consisted of progressive muscle relaxation, guided imagery, self-instruction training, as well as training in study and test-taking skills. Results showed significant improvement in the treated group which was not evident in an untreated control group (N = 16). Compared to the control group, the treated group showed significant reductions in test anxiety on the TAI, as well as improvement in study skills and academic self-esteem as measured by the Survey of Study Habits and Attitudes, and the school scale of the Coopersmith Self-Esteem Inventory. These results extend the generality of similar studies on reducing test anxiety and improving academic self-esteem in younger students. They also suggest that relief from test anxiety can be expected fairly quickly when cognitive-behavioral methods are used. Additional implications and methodological limitations of the study are discussed.

Social Physique Anxiety, Obligation to Exercise, and Exercise Choices among College Students

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Chu, Hui-Wen; Bushman, Barbara A.; Woodard, Rebecca J.

2008-01-01

Objective: The authors examined relationships among social physique anxiety, obligation to exercise, and exercise choices. Participants and Methods: College students (N = 337; 200 women, 137 men) volunteered to complete 3 questionnaires: the Social Physique Anxiety Scale (SPAS), Obligatory Exercise Questionnaire (OEQ), and Physical Activity…

College Students' Preferences for Psychotherapy across Depression, Anxiety, Relationship, and Academic Problems

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Joyce, Aaron W.; Ross, Michael J.; Vander Wal, Jillon S.; Austin, Chammie C.

2009-01-01

The present study examined differences in college students' preferences for processes of change across four kinds of problems: academic, relationship, depression, and anxiety. Two hundred eighteen undergraduates were randomly assigned to complete either an academic problems, relationship problems, depression, or anxiety Processes of Change…

Peer Instruction in the Learning Laboratory: A Strategy To Decrease Student Anxiety.

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Owens, Laura D.; Walden, Debra J.

2001-01-01

To decrease nursing students' anxiety during psychomotor skills testing in learning laboratories, paid peer instructors were trained to assist. Over 3 years, 270 students participated and reported positive outcomes. (SK)

The social and learning environments experienced by underrepresented minority medical students: a narrative review.

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Orom, Heather; Semalulu, Teresa; Underwood, Willie

2013-11-01

To review the literature on the social and learning environments experienced by underrepresented minority (URM) medical students to determine what type of interventions are needed to eliminate potential barriers to enrolling and retaining URM students. The authors searched MEDLINE, PubMed, Ovid HealthStar, and Web of Science, and the reference lists of included studies, published between January 1, 1980, and September 15, 2012. Studies of the learning and social environments and of students' satisfaction, experiences with discrimination or unfair practices, and academic performance or progress, as well as assessments of programs or interventions to improve URM students' academic performance, were eligible for inclusion. The authors identified 28 studies (27 unique data sets) meeting the inclusion criteria. The results of the included studies indicated that URM students experienced less supportive social and less positive learning environments, were subjected to discrimination and racial harassment, and were more likely to see their race as having a negative impact on their medical school experiences than non-URM students. Academic performance on standardized exams was worse, progress less timely, and attrition higher for URM students as well. For URM students, an adverse climate may be decreasing the attractiveness of careers in medicine, impairing their academic performance, and increasing attrition. Improvements to the social and learning environments experienced by URM students are needed to make medicine a more inclusive profession. The current environment of health care reform creates an opportunity for institutions to implement strategies to achieve this goal.

Comparison of Writing Anxiety and Writing Dispositions of Sixth, Seventh and Eighth Grade Students

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Berk, Rifat Ramazan; Ünal, Emre

2017-01-01

The purpose of this study is to determine sixth, seventh and eighth grade students' writing anxiety and dispositions and to examine to what extent they predict each other. The basis of this study is to determine whether writing disposition is the significant predictor of writing anxiety or not and whether students' grade levels and genders are…

Auricular Acupuncture for Exam Anxiety in Medical Students-A Randomized Crossover Investigation.

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Catharina Klausenitz

Full Text Available Auricular acupuncture (AA is effective in the treatment of preoperative anxiety. The aim was to investigate whether AA can reduce exam anxiety as compared to placebo and no intervention. Forty-four medical students were randomized to receive AA, placebo, or no intervention in a crossover manner and subsequently completed three comparable oral anatomy exams with an interval of 1 month between the exams/interventions. AA was applied using indwelling fixed needles bilaterally at points MA-IC1, MA-TF1, MA-SC, MA-AT1 and MA-TG one day prior to each exam. Placebo needles were used as control. Levels of anxiety were measured using a visual analogue scale before and after each intervention as well as before each exam. Additional measures included the State-Trait-Anxiety Inventory, duration of sleep at night, blood pressure, heart rate and the extent of participant blinding. All included participants finished the study. Anxiety levels were reduced after AA and placebo intervention compared to baseline and the no intervention condition (p < 0.003. AA was better at reducing anxiety than placebo in the evening before the exam (p = 0.018. Participants were able to distinguish between AA and placebo intervention. Both AA and placebo interventions reduced exam anxiety in medical students. The superiority of AA over placebo may be due to insufficient blinding of participants.

A humanistic environment for dental schools: what are dental students experiencing?

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Quick, Karin K

2014-12-01

A Commission on Dental Accreditation (CODA) standard now requires that dental schools commit to establishing a "humanistic culture and learning environment" for all members of the academic environment. The aim of this study was to identify students' perceptions of factors that affect the dental school environment and to test differences in their experiences in terms of gender and year. This picture of the existing environment was meant to serve as a first step toward creating and supporting a more humanistic academic environment. A mixed-methods approach was used for data collection during the 2009-10 and 2010-11 academic years at one U.S. dental school. Four focus groups were first conducted to explore challenges and conflicts faced by students during their dental education. A written survey informed by the focus group results was then used to obtain quantitative data. The survey response rate was 47 percent (N=188). Faculty inconsistency, cheating, and belittlement/disrespect were experienced by many of the responding dental students during their education, similar to what has been documented in medicine. These students also reported experiencing both constructive communication (90 percent) and destructive communication (up to 32 percent). The female students reported more gender discrimination and sexual harassment than their male peers, and the clinical students reported more experience with belittlement and destructive communication than the preclinical students. The results suggest that greater effort should be directed toward creating a more humanistic environment in dental schools. Based on the issues identified, steps academic institutions can take to improve these environments and student skills are outlined.

Social anxiety, alcohol expectancies, and self-efficacy as predictors of heavy drinking in college students.

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Gilles, Donna M; Turk, Cynthia L; Fresco, David M

2006-03-01

Burke and Stephens (1999) [Burke, R.S., Stephens, R.S. Social anxiety and drinking in college students: A social cognitive theory analysis. Clinical Psychology Review, 19, (1999) 513-530.] proposed a social cognitive theory of heavy drinking in college students. According to this theory, alcohol expectancies for social facilitation and self-efficacy for refusing heavy drinking in anxiety-producing social situations moderate the relationship between social anxiety and drinking. In the current study, a significant three-way interaction was observed among social anxiety, expectancies, and self-efficacy when amount and frequency of drinking was the dependent variable. As predicted by the model, socially anxious college students with low self-efficacy for avoiding heavy drinking in social situations and high positive expectancies for social facilitation reported more alcohol consumption than other socially anxious individuals.

A randomized trial of Internet-delivered treatment for social anxiety disorder in high school students.

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Tillfors, Maria; Andersson, Gerhard; Ekselius, Lisa; Furmark, Tomas; Lewenhaupt, Susanne; Karlsson, Anders; Carlbring, Per

2011-01-01

Internet-based cognitive behavior therapy (CBT) has been shown effective for university students with social anxiety disorder (SAD) and public speaking fears. The aim of this study was to investigate whether the promising results can be transferred to high school students suffering from this condition. A total of 19 speech-anxious high school students with SAD were randomized either into 9 weeks of Internet-delivered CBT or to a wait-list control group. Significant improvements were found on measures of social anxiety, general anxiety, and depression. Effects were maintained at 1-year follow-up. The average within- and between-group effect sizes (Cohen's d) for the primary social anxiety scales at posttest were 0.98 and 1.38, respectively. However, the average number of completed modules in the CBT program was low. Although compliance can be improved, the results suggest that Internet-based guided self-help is effective in the treatment of high school students with SAD.

Role of Alexithymia, Anxiety, and Depression in Predicting Self-Efficacy in Academic Students

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Mahbobeh Faramarzi

2017-01-01

Full Text Available Objective. Little research is available on the predictive factors of self-efficacy in college students. The aim of the present study is to examine the role of alexithymia, anxiety, and depression in predicting self-efficacy in academic students. Design. In a cross-sectional study, a total of 133 students at Babol University of Medical Sciences (Medicine, Dentistry, and Paramedicine participated in the study between 2014 and 2015. All participants completed the Toronto Alexithymia Scale (TAS-20, College Academic Self-Efficacy Scale (CASES, and 14 items on anxiety and depression derived from the 28 items of the General Health Questionnaire (28-GHQ. Results. Pearson correlation coefficients revealed negative significant relationships between alexithymia and the three subscales with student self-efficacy. There was no significant correlation between anxiety/depression symptoms and student self-efficacy. A backward multiple regression analysis revealed that alexithymia was a negative significant predictor of self-efficacy in academic students (B=-0.512, P<0.001. The prevalence of alexithymia was 21.8% in students. Multiple backward logistic analysis regression revealed that number of passed semesters, gender, mother’s education, father’s education, and doctoral level did not accurately predict alexithymia in college students. Conclusion. As alexithymia is prevalent in college students and affects self-efficacy and academic functioning, we suggest it should be routinely evaluated by mental physicians at universities.

[Study on the current situation and influential factors of anxiety sensitivity among middle school students in Chongqing].

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Li, Qian-Qian; Zhang, Da-Jun; Guo, Lan-Ting; Feng, Zheng-Zhi; Wu, Ming-Xia

2007-09-01

To explore the status and influencing factors on anxiety sensitivity among middle school students in Chongqing. 58 classes from 12 schools were randomly selected in four administrative districts of Chongqing city. A total number of 2700 students was included for final analysis including 48.5% from junior high school and 51.5% from senior high school students with 49.2% boys and 50.8% girls. The Chinese version of the Anxiety Sensitivity Index-Revision, Adolescent Self-Rating Life Events Check List (ASLEC) and State-Trait Anxiety Inventory (STAI) were used. (1) There was no significant difference between grade groups (P = 0.49). (2) The level of girl's anxiety sensitivity was always higher than boy's (P < 0.001). (3) Data from multiple linear regression showed that the influential factors to the degree of anxiety sensitivity were: state of anxiety, trait anxiety, life events, sex, stress from learning, etc (standard coefficients of regression were 0.258, 0.163, 0.112, 0.093, 0.124, -0.096, 0.096). The major influential factors of anxiety sensitivity would include: sex, stress from learning, life events, interpersonal relationship, state of anxiety and trait anxiety.

Social anxiety and negative early life events in university students.

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Binelli, Cynthia; Ortiz, Ana; Muñiz, Armando; Gelabert, Estel; Ferraz, Liliana; S Filho, Alaor; Crippa, José Alexandre S; Nardi, Antonio E; Subirà, Susana; Martín-Santos, Rocío

2012-06-01

There is substantial evidence regarding the impact of negative life events during childhood on the aetiology of psychiatric disorders. We examined the association between negative early life events and social anxiety in a sample of 571 Spanish University students. In a cross-sectional survey conducted in 2007, we collected data through a semistructured questionnaire of sociodemographic variables, personal and family psychiatric history, and substance abuse. We assessed the five early negative life events: (i) the loss of someone close, (ii) emotional abuse, (iii) physical abuse, (iv) family violence, and (v) sexual abuse. All participants completed the Liebowitz Social Anxiety Scale. Mean (SD) age was 21 (4.5), 75% female, LSAS score was 40 (DP = 22), 14.2% had a psychiatric family history and 50.6% had negative life events during childhood. Linear regression analyses, after controlling for age, gender, and family psychiatric history, showed a positive association between family violence and social score (p = 0.03). None of the remaining stressors produced a significant increase in LSAS score (p > 0.05). University students with high levels of social anxiety presented higher prevalence of negative early life events. Thus, childhood family violence could be a risk factor for social anxiety in such a population.

Study of Depression, Anxiety and Stress among the Medical Students in two Medical Colleges of Nepal.

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Kunwar, D; Risal, A; Koirala, S

2016-01-01

Background Medical education is intended to prepare graduates for a promoting health and caring for the sick. Medical students are confronted with significant academic, psychological and existential stressors. There is insufficient information regarding psychological morbidity among Nepalese medical students. Objective To determine the prevalence of depression, anxiety and stress, among the medical students in Nepal, and its association with sociodemographic characteristics. Method A cross-sectional questionnaire based study was conducted including all students from first to fifth year of student using convenience method of sampling from Kathmandu University Medical School (KUSMS), Dhulikhel and Manipal College of Medical Sciences (MCOMS), Pokhara, Nepal. Depression, Anxiety and stress were assessed using Depression Anxiety and Stress Scale (DASS). Additional questions regarding demographic variables were also included in the survey. Data analysis was done on Statistical Package for the Social Sciences SPSS version 16. Result A total of 538 students participated in the study giving a response rate of 89.6%. Aamong them 56.5% were from age group 21-25 years, 42.2% were below 20 years and only 1.3% were above 25 years of age. Among them 52% were female and 48% were male. Our study found that the overall prevalence of depression was 29.9%, anxiety was 41.1% and stress was 27% among all participated medical students. Depression was significantly associated (OR 2.23, 95% CI 1.43-3.47, pdepression 29.9%, anxiety 41.1% and stress 27% among undergraduate medical students warrants needs for strategic plans to alleviate depression anxiety and the stressors right from the time they join medical school and has to be continued till they finish the course.

Depression, anxiety, stress and substance use in medical students

African Journals Online (AJOL)

2nd-year medical students, followed by an interview to confirm the diagnosis. They found an ... Lifetime and past month substance use were determined. Results. .... Anxiety Stress Scales (DASS-21),[11] and questions on alcohol and drug use.

Reporting Misconduct of a Coworker to Protect a Patient: A Comparison between Experienced Nurses and Nursing Students

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Abraham Mansbach

2014-01-01

Full Text Available Purpose. Whistleblowing is the reporting of illegal, immoral, or illegitimate practices to persons or organizations that may affect the action. The current study compares experienced nurses to nursing students regarding their willingness to blow the whistle to protect a patient’s interests. Methods. 165 participants were divided into two groups: 82 undergraduate nursing students and 83 experienced nurses. Participants responded to two vignettes that described a colleague’s and a manager’s misconduct at work. Results. The nursing students perceived the severity of the misconduct significantly lower compared to the experienced nurses. The nursing students also ranked the internal and external whistleblowing indices higher than the nurses, but the differences did not reach statistical significance. For each of the examined internal and external indices, professional experience was found to be significant in multivariate regression analyses. Conclusions. Even though nursing students perceived the severity of the misconduct significantly lower than the experienced nurses, the students demonstrated a greater readiness to blow the whistle, both internally and externally. Recommendations for handling comparable situations are offered.

Computer-delivered and web-based interventions to improve depression, anxiety, and psychological well-being of university students: a systematic review and meta-analysis.

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Davies, E Bethan; Morriss, Richard; Glazebrook, Cris

2014-05-16

Depression and anxiety are common mental health difficulties experienced by university students and can impair academic and social functioning. Students are limited in seeking help from professionals. As university students are highly connected to digital technologies, Web-based and computer-delivered interventions could be used to improve students' mental health. The effectiveness of these intervention types requires investigation to identify whether these are viable prevention strategies for university students. The intent of the study was to systematically review and analyze trials of Web-based and computer-delivered interventions to improve depression, anxiety, psychological distress, and stress in university students. Several databases were searched using keywords relating to higher education students, mental health, and eHealth interventions. The eligibility criteria for studies included in the review were: (1) the study aimed to improve symptoms relating to depression, anxiety, psychological distress, and stress, (2) the study involved computer-delivered or Web-based interventions accessed via computer, laptop, or tablet, (3) the study was a randomized controlled trial, and (4) the study was trialed on higher education students. Trials were reviewed and outcome data analyzed through random effects meta-analyses for each outcome and each type of trial arm comparison. Cochrane Collaboration risk of bias tool was used to assess study quality. A total of 17 trials were identified, in which seven were the same three interventions on separate samples; 14 reported sufficient information for meta-analysis. The majority (n=13) were website-delivered and nine interventions were based on cognitive behavioral therapy (CBT). A total of 1795 participants were randomized and 1480 analyzed. Risk of bias was considered moderate, as many publications did not sufficiently report their methods and seven explicitly conducted completers' analyses. In comparison to the inactive

Suicidal Ideation, Depression, Anxiety, Stress, And Life Satisfaction Of Medical, Engineering, And Social Sciences Students.

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Naseem, Sabahat; Munaf, Seema

2017-01-01

Pursuing higher education is not an easy task as it requires hard work, dedication, and motivation. Although there are many rewards involved in growing up academically, nevertheless, it contains a few hazards too. For instance, suicidal ideation is associated with presence of depression, anxiety, and stress with low level of satisfaction with life in students finding difficulty in handling educational demands of higher education. Therefore, the present study focused on the query that whether there is any difference or not among medical, engineering, and social sciences students of city of Karachi, Pakistan in the level of suicidal ideation, depression, anxiety, stress, and life satisfaction. Using comparative group design, total 300 students (150 males and 150 females) with age range of 19-26 were selected from faculties of medical, engineering, and social sciences of different universities of Karachi, Pakistan, through purposive sampling. Respondent Profile Form, The Suicide Behaviours Questionnaire-Revised, Depression Anxiety Stress Scale-21, and Satisfaction with Life Scale were administered to assess suicidal ideation; depression, anxiety, stress; and life satisfaction, respectively, of the students. Scores were analysed through ANOVA and Post Hoc (Tukey's HSD) test using SPSS. Social sciences and engineering students were significantly higher on depression, anxiety, and stress than medical students [F (2, 297) =8.701, p=.000] whereas insignificant differences in the level of suicidal ideation [F (2, 297) =1.914, p=.149] and life satisfaction [F (2, 297) = .726, p = .485] among these students were found. With the help of these findings, it would be easier to counsel students of different disciplines in time on the lines of suggested preventive measures.

Test Anxiety among College Students with Specific Reading Disability (Dyslexia): Nonverbal Ability and Working Memory as Predictors

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Nelson, Jason M.; Lindstrom, Will; Foels, Patricia A.

2015-01-01

Test anxiety and its correlates were examined with college students with and without specific reading disability (RD; n = 50 in each group). Results indicated that college students with RD reported higher test anxiety than did those without RD, and the magnitude of these differences was in the medium range on two test anxiety scales. Relative to…

Harm avoidance and depression, anxiety, insomnia, and migraine in fifth-year medical students in Taiwan

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Chen CY

2018-05-01

Full Text Available Ching-Yen Chen,1–3 Nan-Wen Yu,2–4 Tien-Hao Huang,4 Wei-Shin Wang,4 Ji-Tseng Fang2,3,5 1Department of Psychiatry, Chang Gung Memorial Hospital, Keelung, Taiwan; 2School of Medicine, Chang Gung University, Taoyuan, Taiwan; 3Medical Education Research Center, Chang Gung Memorial Hospital, Taoyuan, Taiwan; 4Department of Psychiatry, Chang Gung Memorial Hospital, Linkou, Taiwan; 5Department of Nephrology, Chang Gung Memorial Hospital, Linkou, Taiwan Purpose: During medical school training, increased stress, depression, and anxiety are common. Certain personality traits, particularly harm avoidance (HA, may increase the risk of psychopathological disorders, insomnia, and migraine among medical students. This study evaluated the role HA may play on levels of stress, depression, anxiety, and insomnia among Taiwanese medical students starting their fifth and final year of medical school.Patients and methods: A series of self-report questionnaires were used to measure the severity of anxiety, depression, and insomnia, as well as somatic symptoms, particularly migraine headache, among 143 Taiwanese fifth-year medical students (94 males and 49 females. Most had normal or mild levels of anxiety, depression, insomnia, and migraine.Results: HA personality trait was significantly associated with depression (all P ≤ 0.001 after adjusting for other factors. HA was not significantly associated with anxiety, insomnia, or migraine headache days.Conclusion: HA personality trait was significantly associated with depression among fifth-year medical students in Taiwan. Keywords: anxiety, depression, harm avoidance, psychological stress, sleep initiation and maintenance disorders, migraine, students, medical

Relationship of smartphone use severity with sleep quality, depression, and anxiety in university students.

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Demirci, Kadir; Akgönül, Mehmet; Akpinar, Abdullah

2015-06-01

The usage of smartphones has increased rapidly in recent years, and this has brought about addiction. The aim of the current study was to investigate the relationship between smartphone use severity and sleep quality, depression, and anxiety in university students. In total, 319 university students (203 females and 116 males; mean age = 20.5 ± 2.45) were included in the study. Participants were divided into the following three groups: a smartphone non-user group (n = 71, 22.3%), a low smartphone use group (n = 121, 37.9%), and a high smartphone use group (n = 127, 39.8%). All participants were evaluated using the Pittsburgh Sleep Quality Index, Beck Depression Inventory, Beck Anxiety Inventory; moreover, participants other than those in the smartphone non-user group were also assessed with the Smartphone Addiction Scale. The findings revealed that the Smartphone Addiction Scale scores of females were significantly higher than those of males. Depression, anxiety, and daytime dysfunction scores were higher in the high smartphone use group than in the low smartphone use group. Positive correlations were found between the Smartphone Addiction Scale scores and depression levels, anxiety levels, and some sleep quality scores. The results indicate that depression, anxiety, and sleep quality may be associated with smartphone overuse. Such overuse may lead to depression and/or anxiety, which can in turn result in sleep problems. University students with high depression and anxiety scores should be carefully monitored for smartphone addiction.

Relationship of Smartphone Use Severity with Sleep Quality, Depression, and Anxiety in University Students

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Demi̇rci̇, Kadi̇r; Akgönül, Mehmet; Akpinar, Abdullah

2015-01-01

Background and Aims The usage of smartphones has increased rapidly in recent years, and this has brought about addiction. The aim of the current study was to investigate the relationship between smartphone use severity and sleep quality, depression, and anxiety in university students. Methods In total, 319 university students (203 females and 116 males; mean age = 20.5 ± 2.45) were included in the study. Participants were divided into the following three groups: a smartphone non-user group (n = 71, 22.3%), a low smartphone use group (n = 121, 37.9%), and a high smartphone use group (n = 127, 39.8%). All participants were evaluated using the Pittsburgh Sleep Quality Index, Beck Depression Inventory, Beck Anxiety Inventory; moreover, participants other than those in the smartphone non-user group were also assessed with the Smartphone Addiction Scale. Results The findings revealed that the Smartphone Addiction Scale scores of females were significantly higher than those of males. Depression, anxiety, and daytime dysfunction scores were higher in the high smartphone use group than in the low smartphone use group. Positive correlations were found between the Smartphone Addiction Scale scores and depression levels, anxiety levels, and some sleep quality scores. Conclusion The results indicate that depression, anxiety, and sleep quality may be associated with smartphone overuse. Such overuse may lead to depression and/or anxiety, which can in turn result in sleep problems. University students with high depression and anxiety scores should be carefully monitored for smartphone addiction. PMID:26132913

Investigating the Relationships Among Resilience, Social Anxiety, and Procrastination in a Sample of College Students.

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Ko, Chen-Yi Amy; Chang, Yuhsuan

2018-01-01

This study investigated the relationships among resilience, social anxiety, and procrastination in a sample of college students. Specifically, structural equation modeling analyses were applied to examine the effect of resilience on procrastination and to test the mediating effect of social anxiety. The results of this study suggested that social anxiety partially mediated the relationship between resilience and procrastination. Students with higher levels of resilience reported a lower frequency of procrastination behavior, and resilience had an indirect effect on procrastination through social anxiety. The results of this study clarify the current knowledge of the mixed results on resilience and procrastination behaviors and offer practical learning strategies and psychological interventions.

Pre-simulation orientation for medical trainees: An approach to decrease anxiety and improve confidence and performance.

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Bommer, Cassidy; Sullivan, Sarah; Campbell, Krystle; Ahola, Zachary; Agarwal, Suresh; O'Rourke, Ann; Jung, Hee Soo; Gibson, Angela; Leverson, Glen; Liepert, Amy E

2018-02-01

We assessed the effect of basic orientation to the simulation environment on anxiety, confidence, and clinical decision making. Twenty-four graduating medical students participated in a two-week surgery preparatory curriculum, including three simulations. Baseline anxiety was assessed pre-course. Scenarios were completed on day 2 and day 9. Prior to the first simulation, participants were randomly divided into two groups. Only one group received a pre-simulation orientation. Before the second simulation, all students received the same orientation. Learner anxiety was reported immediately preceding and following each simulation. Confidence was assessed post-simulation. Performance was evaluated by surgical faculty. The oriented group experienced decreased anxiety following the first simulation (p = 0.003); the control group did not. Compared to the control group, the oriented group reported less anxiety and greater confidence and received higher performance scores following all three simulations (all p simulation orientation reduces anxiety while increasing confidence and improving performance. Copyright © 2017 Elsevier Inc. All rights reserved.

Equine-Assisted Psychotherapy for adolescents experiencing depression and/or anxiety: A therapist's perspective.

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Wilson, Kaitlyn; Buultjens, Melissa; Monfries, Melissa; Karimi, Leila

2017-01-01

Animal-Assisted Interventions (AAIs) are thought to overcome some of the limitations of traditional therapies as they do not rely exclusively on language as a medium for change. One such Animal-Assisted Therapy (AAT) approach involves horses as a therapeutic medium. Equine-Assisted Psychotherapy (EAP) comprises a collaborative effort between a licensed therapist and a horse professional working with clients to address treatment goals. The purpose of the present Australian-based qualitative study was to examine EAP facilitators' perspectives on the biospychosocial benefits and therapeutic outcomes of EAP for adolescents experiencing depression and/or anxiety. The findings suggest a range of improvements within adolescent clients, including increases in confidence, self-esteem and assertiveness, as well as a decrease in undesirable behaviours. The effectiveness of the therapy was thought to be due to the experiential nature of involving horses in therapy. The lack of understanding in the wider community about EAP was seen as a barrier to recognition and acceptance of EAP as a valid therapeutic intervention.

Effect of Foreign Language Anxiety on Gender and Academic Achievement among Yemeni University EFL Students

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Razak, Norizan Abdul; Yassin, Amr Abdullatif; Maasum, Tengku Nor Rizan Bt Tengku Mohamad

2017-01-01

This study aimed to investigate the gender differences in terms of anxiety among Yemeni university EFL learners. It also aimed to investigate the correlation between the level of anxiety and the academic achievement of the students. The participants of this study were 155 students chosen from the population through stratified random sampling. The…

Anxiety and Well-Being among Students in a Psychoeducation Program: The Mediating Role of Identity

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Marcotte, Julie; Lévesque, Geneviève

2018-01-01

Mental health problems among university and college students are a major public health concern and a socioeconomic issue. Our psychoeducation department is not exempt from this reality and has seen an important increase in mental health problems, especially anxiety issues, over the past years. To better understand anxiety in our students, we…

Exploring the Causes of Listening Comprehension Anxiety from EFL Saudi Learners’ Perspectives: A Pilot Study

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Ibrahim Otair

2017-08-01

Full Text Available Anxiety is an important factor in foreign language learning. Very few studies have been done on English as a Foreign Language (EFL Saudi students in listening classes. Therefore, this pilot study was aimed at exploring the causes of listening comprehension anxiety from EFL Saudi learners’ perspectives at Majmaah University, Saudi Arabia. The pilot study involved two students who were selected based on the following criteria: 1 Only Saudi male undergraduate students who enrolled in Preparatory Year Program (PYP at Majmaah University would be involved in this study, 2 The students who had studied or lived in native English speaking countries would be excluded. The researcher used pseudonyms to refer to the participants as Mohammad and Ismail. This study employed a qualitative case study research design. The data were collected through Semi-structured interviews with the participants. The interview sessions were audiotaped and transcribed. The results show that the participants experienced a high level of anxiety when doing the listening comprehension tasks. Three main causes of listening comprehension anxiety emerged from this study: 1 the problematic nature of listening comprehension, 2 the classroom atmosphere, and 3 the low English proficiency of the students.

Computer Anxiety, Academic Stress, and Academic Procrastination on College Students

OpenAIRE

Wahyu Rahardjo; Juneman Juneman; Yeni Setiani

2013-01-01

Academic procrastination is fairly and commonly found among college students. The lack of understanding in making the best use of computer technology may lead to anxiety in terms of operating computer hence cause postponement in completing course assignments related to computer operation. On the other hand, failure in achieving certain academic targets as expected by parents and/or the students themselves also makes students less focused and leads to tendency of postponing many completions of...

Effect of Regular Exercise on Anxiety and Self-Esteem Level in College Students

OpenAIRE

Zahra Hamidah; Putri Teesa Santoso; RM Haryadi Karyono

2015-01-01

Background: Regular exercise is often presented as an effective tool to influence the psychological aspect of a human being. Recent studies show that anxiety and self-esteem are the most important psychological aspects especially in college students. This study aimed to determine the differences of anxiety and self-esteem level between students who joined and did not join regular exercise program, Pendidikan Dasar XXI Atlas Medical Pioneer (Pendas XXI AMP), in the Faculty of Medicine, Univers...

Enhancing student engagement to positively impact mathematics anxiety, confidence and achievement for interdisciplinary science subjects

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Everingham, Yvette L.; Gyuris, Emma; Connolly, Sean R.

2017-11-01

Contemporary science educators must equip their students with the knowledge and practical know-how to connect multiple disciplines like mathematics, computing and the natural sciences to gain a richer and deeper understanding of a scientific problem. However, many biology and earth science students are prejudiced against mathematics due to negative emotions like high mathematical anxiety and low mathematical confidence. Here, we present a theoretical framework that investigates linkages between student engagement, mathematical anxiety, mathematical confidence, student achievement and subject mastery. We implement this framework in a large, first-year interdisciplinary science subject and monitor its impact over several years from 2010 to 2015. The implementation of the framework coincided with an easing of anxiety and enhanced confidence, as well as higher student satisfaction, retention and achievement. The framework offers interdisciplinary science educators greater flexibility and confidence in their approach to designing and delivering subjects that rely on mathematical concepts and practices.

The Relationship between Religious-Spiritual Well-Being and Stress, Anxiety, and Depression in University Students

OpenAIRE

Zahra Taheri-Kharameh; Mohammad Abdi; Reza Omidi Koopaei; Mostafa Alizadeh; Vahid Vahidabi; Hesam Mirhoseini

2016-01-01

Background and Objectives: The aim of the present study was to determine the relationship between dimensions of religious and spiritual wellbeing, stress, anxiety, and depression in students of Qom University of Medical Sciences and as well as to access the predictability of stress, anxiety, and depression from the levels of religious-spiritual dimension in students. Methods: In this descriptive and analytical study, 138 students in Qom University of Medical Sciences were selected via ra...

Effects of a Peer Evaluation Technique on Nursing Students' Anxiety Levels.

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Stewart, Patricia; Greene, Debbie; Coke, Sallie

2017-11-16

Techniques to help decrease students' stress and anxiety during a nursing program can be beneficial to their overall health and mental well-being. A quasi-experimental design was used to examine if a peer evaluation technique during clinical skill practice sessions decreases anxiety prior to skill performance evaluation with nursing faculty. Participant feedback supports the integration of a peer evaluation technique when learning clinical skills.

Academic anxiety, academic procrastination, and parental involvement in students and their parents.

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Milgram, N; Toubiana, Y

1999-09-01

The study investigated the relationship between academic anxiety and procrastination in children and parents, and parents' direct involvement in their children's schoolwork. Children reported their current anxiety and procrastination and parents reported their anxiety and procrastination when they were children (a measure of indirect influence on their children's schoolwork habits), and on their current involvement in their children's schoolwork (a measure of direct influence). Self-report measures were administered to 354 Israeli adolescents (ages 13, 14, and 16) and their parents. Students were less anxious about homework than the other academic assignments. Older adolescents were less anxious about their schoolwork overall and procrastinated more than younger on homework. Parents of late adolescents were less involved in their children's schoolwork than parents of younger adolescents. Parents participated equally in school-related interactions that demanded high investment of time and effort, but mothers engaged more than fathers in low investment activities. These direct and indirect parental influences on their children's procrastination were of low magnitude overall, but appeared relatively stronger for mothers. The more students were anxious about preparing for examinations and writing papers, the more they procrastinated on these assignments, confirming the appraisal-anxiety avoidance (AAA) model. The inverse relationship of anxiety and procrastination with regard to homework led to our making a post hoc distinction between task-centred and consequence-centred anxiety.

Management of Stress and Anxiety Among PhD Students During Thesis Writing: A Qualitative Study.

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Bazrafkan, Leila; Shokrpour, Nasrin; Yousefi, Alireza; Yamani, Nikoo

2016-01-01

Today, postgraduate students experience a variety of stresses and anxiety in different situations of academic cycle. Stress and anxiety have been defined as a syndrome shown by emotional exhaustion and reduced personal goal achievement. This article addresses the causes and different strategies of coping with this phenomena by PhD students at Iranian Universities of Medical Sciences. The study was conducted by a qualitative method using conventional content analysis approach. Through purposive sampling, 16 postgraduate medical sciences PhD students were selected on the basis of theoretical sampling. Data were gathered through semistructured interviews and field observations. Six hundred fifty-four initial codes were summarized and classified into 4 main categories and 11 subcategories on the thematic coding stage dependent on conceptual similarities and differences. The obtained codes were categorized under 4 themes including "thesis as a major source of stress," "supervisor relationship," "socioeconomic problem," and "coping with stress and anxiety." It was concluded that PhD students experience stress and anxiety from a variety of sources and apply different methods of coping in effective and ineffective ways. Purposeful supervision and guidance can reduce the cause of stress and anxiety; in addition, coping strategy must be in a thoughtful approach, as recommended in this study.

The influence of gender on social anxiety spectrum symptoms in a sample of university students.

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Dell'Osso, Liliana; Abelli, Marianna; Pini, Stefano; Carpita, Barbara; Carlini, Marina; Mengali, Francesco; Tognetti, Rosalba; Rivetti, Francesco; Massimetti, Gabriele

2015-01-01

The aim of the study was to explore social anxiety spectrum gender differences, in a sample of university students. Overall, 823 University of Pisa students were assessed by Social Anxiety Spectrum Self-Report Questionnaire (SHYSR). Using a total score of 68 as the optimal diagnostic threshold, we classified students into two groups with levels of severity: low scorers (60%), significant gender differences emerged for 6 items: females reported higher rates of items related to “Performance fears”, that seemed to confirm the new DSM-5 specifier named “Performance only”, while males reported higher rate in a single item related to “Behavioural inhibition”. Females showed a significant higher total score and “Specific anxieties and phobic features” and “Interpersonal sensitivity” domain scores compared to males, in low severity subgroup, and males showed significant higher “Social phobic traits during childhood and adolescence” and “Behavioural inhibition and somatic symptoms” domain scores compared to females in the high severity subgroup. Finally, rate of individuals declaring to consume alcohol was significantly higher in males than females. Among university students, social anxiety spectrum seems to be more frequent in females than males. In males, social anxiety spectrum is more frequently associated with an early onset, behavioural inhibition and somatic symptoms and, consequently, with higher severity.

Students' Desired and Experienced Levels of Connectivity to an Asynchronous, Online, Distance Degree Program

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Schroeder, Shawnda; Baker, Mary; Terras, Katherine; Mahar, Patti; Chiasson, Kari

2016-01-01

This study examined graduate students' desired and experienced levels of connectivity in an online, asynchronous distance degree program. Connectivity was conceptualized as the students' feelings of community and involvement, not their level of access to the Internet. Graduate students enrolled in a distance degree program were surveyed on both…

Systematic review of depression, anxiety, and other indicators of psychological distress among U.S. and Canadian medical students.

Science.gov (United States)

Dyrbye, Liselotte N; Thomas, Matthew R; Shanafelt, Tait D

2006-04-01

To systematically review articles reporting on depression, anxiety, and burnout among U.S. and Canadian medical students. Medline and PubMed were searched to identify peer-reviewed English-language studies published between January 1980 and May 2005 reporting on depression, anxiety, and burnout among U.S. and Canadian medical students. Searches used combinations of the Medical Subject Heading terms medical student and depression, depressive disorder major, depressive disorder, professional burnout, mental health, depersonalization, distress, anxiety, or emotional exhaustion. Reference lists of retrieved articles were inspected to identify relevant additional articles. Demographic information, instruments used, prevalence data on student distress, and statistically significant associations were abstracted. The search identified 40 articles on medical student psychological distress (i.e., depression, anxiety, burnout, and related mental health problems) that met the authors' criteria. No studies of burnout among medical students were identified. The studies suggest a high prevalence of depression and anxiety among medical students, with levels of overall psychological distress consistently higher than in the general population and age-matched peers by the later years of training. Overall, the studies suggest psychological distress may be higher among female students. Limited data were available regarding the causes of student distress and its impact on academic performance, dropout rates, and professional development. Medical school is a time of significant psychological distress for physicians-in-training. Currently available information is insufficient to draw firm conclusions on the causes and consequences of student distress. Large, prospective, multicenter studies are needed to identify personal and training-related features that influence depression, anxiety, and burnout among students and explore relationships between distress and competency.

Why is everyone so anxious?: an exploration of stress and anxiety in genetic counseling graduate students.

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Jungbluth, Chelsy; Macfarlane, Ian M; Veach, Patricia McCarthy; Leroy, Bonnie S

2011-06-01

Stress is an inevitable part of daily life. Studies of graduate student stress exist, but none include genetic counseling students. The present mixed-methods study investigated 225 genetic counseling students' stress and anxiety levels using the State-Trait Anxiety Inventory (STAI; Spielberger et al. 1983), frequency and intensity of stressors associated with their graduate experience, positive and challenging aspects of their experience, and their stress management advice for prospective students. Principal axis factor analysis yielded five conceptual factors underlying the stressors: Professional Uncertainty, Personal Life Events, Interpersonal Demands, Academic Demands, and Isolating Circumstances. Exploratory model fitting using regression yielded four significant predictors accounting for 19% of the variance in state anxiety: (1) trait anxiety, (2) the Interpersonal Demands factor, (3) the Isolating Circumstances factor, and (4) the interaction between the Professional Uncertainty factor and advanced student status. Content analysis of open-ended responses identified several themes. For instance, most students enjoyed what they were learning, interactions with colleagues, and affirmation of their career choice, while certain academic and professional challenges were particularly stressful (e.g., workload, time constraints, clinical rotations). Additional findings, program implications, and research recommendations are provided.

Math anxiety, self-efficacy, and ability in British undergraduate nursing students.

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McMullan, Miriam; Jones, Ray; Lea, Susan

2012-04-01

Nurses need to be able to make drug calculations competently. In this study, involving 229 second year British nursing students, we explored the influence of mathematics anxiety, self-efficacy, and numerical ability on drug calculation ability and determined which factors would best predict this skill. Strong significant relationships (p anxiety, self-efficacy, and ability. Students who failed the numerical and/or drug calculation ability tests were more anxious (p < .001) and less confident (p ≤ .002) in performing calculations than those who passed. Numerical ability made the strongest unique contribution in predicting drug calculation ability (beta = 0.50, p < .001) followed by drug calculation self-efficacy (beta = 0.16, p = .04). Early testing is recommended for basic numerical skills. Faculty are advised to refresh students' numerical skills before introducing drug calculations. Copyright © 2012 Wiley Periodicals, Inc.

Mathematics Anxiety According to Middle School Students' Achievement Motivation and Social Comparison

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Kesici, Sahin; Erdogan, Ahmet

2010-01-01

The purpose of this study is to clarify whether middle school students' mathematics anxiety differentiates or not, according to their low and high achievement motivation and their level of self-esteem stemming from social comparison. This study also aims to clarify the effects of these two variables on mathematics anxiety. The study groups were…

Symptoms of anxiety and depression in adolescent students; a perspective from Sri Lanka

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Wijeratne Thilina

2010-03-01

Full Text Available Abstract Background Sri Lanka recorded an extraordinary high suicide rate for adolescents aged 15 - 19 in the early 1990s (46.5/100,000. With this in perspective, the Ministry of Health in Sri Lanka recommends school programmes for adolescents by mental health units of local hospitals. Methods We conducted cross sectional surveys to screen for symptoms of anxiety and depression among students aged 14 - 18 during school mental health programmes. Two schools were randomly selected within the Ratnapura municipality (urban population of approx. 50,000, Sri Lanka and all students aged 14-18 were assessed with self administered (pre tested, Sinhalese translations questionnaires [Center for epidemiologic studies depression scale, Anxiety screening test of suicide and mental health association international]. Results A total of 445 students were assessed (male-54.4%, female 45.6%. Thirty six percent screened positive for depression (mild depression-17%, severe depression-19% and 28% screened positive for severe anxiety. Females screened positive for depression and anxiety significantly more than the males (p = 0.0001, 0.005 respectively. Students in classes facing barrier examinations at the end of the year had the highest positivity rates. Examination related issues (36% were the most commonly cited problem. Recommendations It is recommended that: 1. School mental health development programmes in Sri Lanka concentrate more on reducing examination related stress, and in particular focus on the female students 2. Policy decisions are made to reduce competition for higher education 3. A nationally coordinated survey on mental health of adolescent students is carried out utilizing the island-wide network of medical officers of mental health.

Prevalence and risk factors of anxiety status among students aged 13-26 years

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Jin, Yuelong; He, Lianping; Kang, Yaowen; Chen, Yan; Lu, Wei; Ren, Xiaohua; Song, Xiuli; Wang, Linghong; Nie, Zhonghua; Guo, Daoxia; Yao, Yingshui

2014-01-01

Previous study revealed that 8%-12% adolescents suffered from various types of anxiety disorders, and which had interfered with adolescent daily life function and affected adolescent social function. The aim of this study was to evaluate anxiety status and its related factors among students aged 13-26 years from Wuhu, China. This was a cross-sectional observational study. A sample of school students who come from a university, four high schools and four middle schools in Wuhu city were recrui...

The relationships of coping, negative thinking, life satisfaction, social support, and selected demographics with anxiety of young adult college students.

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Mahmoud, Jihan S R; Staten, Ruth Topsy; Lennie, Terry A; Hall, Lynne A

2015-05-01

Understanding young adults' anxiety requires applying a multidimensional approach to assess the psychosocial, behavioral, and cognitive aspects of this phenomenon. A hypothesized model of the relationships among coping style, thinking style, life satisfaction, social support, and selected demographics and anxiety among college students was tested using path analysis. A total of 257 undergraduate students aged 18-24 years completed an online survey. The independent variables were measured using the Multidimensional Scale of Perceived Social Support, the Brief Students' Multidimensional Life Satisfaction Scale, the Brief COPE Inventory, the Positive Automatic Thoughts Questionnaire, and the Cognition Checklist-Anxiety. The outcome, anxiety, was measured using the Anxiety subscale of the 21-item Depression Anxiety and Stress Scale. Only negative thinking and maladaptive coping had a direct relationship with anxiety. Negative thinking was the strongest predictor of both maladaptive coping and anxiety. These findings suggest that helping undergraduates manage their anxiety by reducing their negative thinking is critical. Designing and testing interventions to decrease negative thinking in college students is recommended for future research. © 2015 Wiley Periodicals, Inc.

Effectiveness of Eye Movement Desensitization and Reprocessing Therapy on Public Speaking Anxiety of University Students

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Jalil Aslani

2014-08-01

Full Text Available Background: Public speaking anxiety is a prominent problem in the college student population. The purpose of this study was to determine the effectiveness of eye movement desensitization and reprocessing on public speaking anxiety of college students. Materials and Methods: The design of research was quasi-experimental with pre-post test type, and control group. The sample consistent of 30 students with speech anxiety that selected base on available sampling and assigned randomly in experimental (N=15 and control (N=15 groups. The experimental group was treated with EMDR therapy for 7 sessions. In order to collect the data, Paul’s personal report of confidence as a speaker, S-R inventory of anxiousness was used. To analyze the data, SPSS-19 software and covariance analysis were used. Results: The multivariate analysis of covariance showed that the eye movement desensitization and reprocessing reducing public speaking anxiety. The one-way analysis of covariance for each variable shows there are significant differences in confidence of speaker (p=0.001 and physiological symptoms of speech anxiety (p=0.001 at the two groups. Conclusion: These results suggest that treatment of eye movement desensitization and reprocessing is effective on reducing physiological symptoms of speech anxiety and increasing the speaker’s confidence.

Statistics Anxiety, State Anxiety during an Examination, and Academic Achievement

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Macher, Daniel; Paechter, Manuela; Papousek, Ilona; Ruggeri, Kai; Freudenthaler, H. Harald; Arendasy, Martin

2013-01-01

Background: A large proportion of students identify statistics courses as the most anxiety-inducing courses in their curriculum. Many students feel impaired by feelings of state anxiety in the examination and therefore probably show lower achievements. Aims: The study investigates how statistics anxiety, attitudes (e.g., interest, mathematical…

Investigation of the relationship between knowledge concerning radiation and the level of anxiety toward radiation in student nurses

International Nuclear Information System (INIS)

Kunugita, Naoki

2008-01-01

In the medical fields, the use of radiation is indispensable in diagnosis, radiotherapy, nuclear medicine and various other areas. On the other hand, great anxiety is often felt due to the misunderstanding of radiation, and this anxiety is seen in not only patients but also nurses. In this study, a questionnaire survey about knowledge of radiation and the level of anxiety was carried out in student nurses for three years from 2005 to 2007. The questionnaire included the level of anxiety about radiation and 12 basic question items concerning radiation. The results showed that the student with poor knowledge about radiation showed high anxiety. After a series of lectures concerning radiation, the acquisition of knowledge and a decrease in anxiety were observed in the students. However, it was still shown that people with scarce knowledge concerning radiation still had high anxiety at the end of the lectures. In conclusion, it was shown that education about radiation is necessary to decrease anxiety about radiation among nurses in medical care. (author)

[Symptoms of Depression, Anxiety and Stress Among Dental Students: Prevalence and Related Factors].

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Arrieta Vergara, Katherine; Cárdenas, Shyrley Díaz; Martínez, Farith González

2013-06-01

To estimate the relationship between depressive symptoms, anxiety and stress and socio-demographic, academic and social factors among dental students. A cross-sectional study was carried out on dental students from a university in Cartagena, selected by simple random sampling. Students answered a self-report anonymous questionnaire of 20 questions that included demographic characteristics, depression, anxiety and stress symptoms (DASS scale 21), family function (APGAR family) and other factors associated with the academic, economic and social context. Data were analyzed computing odds ratios by binomial logistic regression. The prevalence of symptoms of anxiety, depression and stress were 37.4%, 56.6% and 45.4%, respectively. Factors associated with depressive symptoms were lack of support from friends (OR=6.2; 95%CI, 2.6-14.5), family dysfunction (OR=3.6; 95%CI, 1.9-6.6) and economic hardship (OR=2.2; 95%CI, 1.2-3.9). The anxiety symptoms were associated with family dysfunction (OR=3.1; 95%CI, 1.8-5.3) and lack of support from friends (OR=2.1; 95%CI, 1.1-5.8). Also for symptoms of stress factors family dysfunction (OR=2.3; 95%CI, 1.4-4.1), income (OR=2.4; 95%CI, 1.2-4.9) and time to rest (OR=2.3; 95%CI, 1.4-4.0). Dental students report a high prevalence of symptoms of anxiety, depression and stress. Associated factors are economic resources, family function, lack of time for rest, and social support. Copyright © 2013 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

The Relationships between University Students' Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs

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Kurbanoglu, N. Izzet; Akin, Ahmet

2010-01-01

The aim of this study is to examine the relationships between chemistry laboratory anxiety, chemistry attitudes, and self-efficacy. Participants were 395 university students. Participants completed the Chemistry Laboratory Anxiety Scale, the Chemistry Attitudes Scale, and the Self-efficacy Scale. Results showed that chemistry laboratory anxiety…

Relation Between Early Maladaptive Schemes and Anxiety and Depression Features in University Students

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Diana Lucía Sánchez-Ortíz***

2009-12-01

Full Text Available Anxiety and depression are important health problems, because of the high prevalence rates in normal population and in clinical population. This non-experimental study intends to identify the cognitive profile, through the early maladaptive schemes in students from the Universidad Pontificia Bolivariana Bucaramanga, related with depression and anxiety scores. Thegoal is to contribute to the identification of cognitive characteristics that could help in the prevention of these disorders. 259 psychology students of the first seven semesters were evaluated by means from the following questionnaires: BDI, ST/DEP, STAI and YSQ-L2. The results don’t show the presence of specific schemes as a function of the presence of State/ Trait depression or State/Trait anxiety, which might suggest, through the dimensional paradigm, the presence of a cognitive pattern for an anxiety and depression mix disorder. It is suggested that further research should be carried out with other samples, including clinical population.

Nursing Students' Attitudes Toward the Aged as a Function of Death Anxiety.

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Blackie, Norman K.

A 139-item questionnaire was constructed to account for additional variance in the attitudes and behaviors of student nurses toward the aged. This study was conducted to examine the effects of death anxiety on the attitudes and behaviors of student nurses toward old persons. To this end, 150 student nurses were surveyed. Eight scales were…

Masseter muscle surface electromyography in college students with a high degree of anxiety and temporomandibular disorder

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Eduarda de Lima Amarante

Full Text Available ABSTRACT Objective: to compare the electrical activity of masseter muscles, bilaterally, according to the presence or absence of Temporomandibular Disorder (TMD in college students with a high degree of anxiety. Methods: the study was conducted with a randomized sample of 31 Speech Therapy students aged between 17 and 32 years; 61.3% (n = 19 were females and 38.7% (n = 12 were males. They were divided into two groups, Group 1 (G1, comprising 11 students with TMD, and Group 2 (G2, composed of 20 students without TMD. The college students answered the State-Trait Anxiety Inventory (STAI for anxiety investigation, and were evaluated by the protocol Research Diagnostic Criteria for Temporomandibular Disorders (RDC/TMD for TMD diagnosis. The evaluation of muscular electrical activity took into account the records in the conditions of rest, Sustained Maximum Voluntary Activity (SMVA and habitual chewing (HC. The data were analyzed using the version 22 IBM Statistical Package for Social Sciences (SPSS software. The statistical analysis was performed using Student t test to compare means between groups, considering < 0,05 as the significant p-value. Results: college students, of both groups, presented high levels of anxiety traits. Significant statistical differences were observed on the percentage of electrical activity of right masseter muscle in chewing function, as well as muscle fibers recruitment during chewing, which were higher on the group without TMD. Conclusion: college students with TMD and a high degree of anxiety presented lower means of masseter muscle electromyografic activity during chewing, in most conditions assessed, as compared to volunteers without TMD, except for the left masseter muscle in rest and chewing.

Shattered Shangri-la: differences in depressive and anxiety symptoms in students born in Tibet compared to Tibetan students born in exile.

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Evans, Dabney; Buxton, David C; Borisov, Andrey; Manatunga, Amita K; Ngodup, Dawa; Raison, Charles L

2008-06-01

As a result of ongoing political tensions within Tibetan regions of the People's Republic of China, several thousand Tibetans escape across the Himalayas every year to seek refuge in India and Nepal. Prior studies have found a high prevalence of depressive and anxiety symptoms in these refugees, many of whom are young and have been exposed to significant trauma. However, it is not known whether depressive and anxiety symptoms are more prevalent in these refugees than in ethnic Tibetans born and raised in the relative political and social stability of exile communities in North India and Nepal. We conducted a cross-sectional survey of a convenience sample of 319 students attending school at the Tibetan Children's Villages in Northern India to test the a priori hypothesis that adolescents and young adults who escaped from Tibet to India would demonstrate increased depressive and anxiety symptoms when compared to ethnic Tibetans born and raised in exile. The Hopkins Symptom Checklist-25 (HSCL-25) was used to measure depressive and anxiety symptoms. In addition, demographic information on age, sex, country of birth and frequency of family contact was collected. Students born in Tibet had higher mean HSCL-25 depressive and anxiety symptom scores than did ethnic Tibetans born in exile. Female students demonstrated higher depressive and anxiety scores, as did those with limited contact with immediate family. After adjusting for sex, age and frequency of family contact, being born in Tibet was associated with increased HSCL-25 depressive and anxiety symptom scores (depression: F[2, 316] = 29.96, P < 0.0001; anxiety: F[4, 316] = 43.57, P < 0.0001). The experience of being raised in Tibet and escaping to India appears to be a risk factor for increased depressive and anxiety symptoms when compared to being born and raised within an exile community in India or Nepal.

An Investigation of Mathematics Anxiety among Sixth through Eighth Grade Students in Turkey

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Birgin, Osman; Baloglu, Mustafa; Catlioglu, Hakan; Gurbuz, Ramazan

2010-01-01

The purpose of the present study is to investigate mathematics anxiety among 220 sixth through eighth grade Turkish students in terms of mathematics achievement levels, perceived enjoyment of the mathematics teaching method, perceived enjoyment of mathematics, and perceived help with mathematics from parents. The Mathematics Anxiety Scale for…

Psychological Resources as Stress Buffers: Their Relationship to University Students' Anxiety and Depression

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McCarthy, Christopher J.; Fouladi, Rachel T.; Juncker, Brian D.; Matheny, Kenneth B.

2006-01-01

The association of protective resources, personality variables, life events, and gender with anxiety and depression was examined with university students. Building on regression analyses, a structural equation model was generated with good fit, indicating that with respect to both anxiety and depression, negative life events and coping resources…

The Effect of Dog-Assisted Intervention on Student Well-Being, Mood, and Anxiety.

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Grajfoner, Dasha; Harte, Emma; Potter, Lauren M; McGuigan, Nicola

2017-05-05

This novel, exploratory study investigated the effect of a short, 20 min, dog-assisted intervention on student well-being, mood, and anxiety. One hundred and thirty-two university students were allocated to either an experimental condition or one of two control conditions. Each participant completed the Warwick-Edinburgh Mental Well-Being Scale (WEMBS), the State Trait Anxiety Scale (STAI), and the UWIST Mood Adjective Checklist (UMACL) both before, and after, the intervention. The participants in the experimental condition interacted with both the dogs and their handlers, whereas the control groups interacted with either the dog only, or the handler only. The analyses revealed a significant difference across conditions for each measure, with those conditions in which a dog was present leading to significant improvements in mood and well-being, as well as a significant reduction in anxiety. Interestingly, the presence of a handler alongside the dog appeared to have a negative, and specific, effect on participant mood, with greater positive shifts in mood being witnessed when participants interacted with the dog alone, than when interacting with both the dog and the handler. These findings show that even a short 20 min session with a therapy dog can be an effective alternative intervention to improve student well-being, anxiety, and mood.

Anxiety and Death Anxiety in Egyptian and Spanish Nursing Students

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Abdel-Khalek, Ahmed M.; Tomas-Sabado, Joaquin

2005-01-01

Two samples of female nursing undergraduates from Egypt (n=132) and Spain (n=126) responded to the Arabic Scale of Death Anxiety, the Spanish Death Anxiety Inventory, the Templer's Death Anxiety Scale, the Kuwait University Anxiety Scale, and the State-Trait Anxiety Inventory-Trait Subscale. Each sample answered the scales in their native…

Associations among perceptual anomalies, social anxiety, and paranoia in a college student sample.

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Tone, Erin B; Goulding, Sandra M; Compton, Michael T

2011-07-30

Recent evidence suggests that normal-range paranoid ideation may be particularly likely to develop in individuals disposed to both social anxiety and perceptual anomalies. This study was designed to test the hypothesis that among college students in an unselected sample, social anxiety and experience of perceptual anomalies would not only each independently predict the experience of self-reported paranoid ideation, but would also interact to predict paranoid patterns of thought. A diverse sample of 644 students completed a large battery of self-report measures, as well as the five-factor Paranoia/Suspiciousness Questionnaire (PSQ). We conducted hierarchical multiple regression analyses predicting scores on each PSQ factor from responses on measures of social anxiety, perceptual aberration, and the interaction between the two constructs. Current general negative affect was covaried in all analyses. We found that both social anxiety and perceptual aberrations, along with negative affect, predicted multiple dimensions of paranoia as measured by the PSQ; the two constructs did not, however, interact significantly to predict any dimensions. Our findings suggest that perceptual aberration and anxiety may contribute to normal-range paranoid ideation in an additive rather than an interactive manner. Copyright © 2011 Elsevier Ltd. All rights reserved.

College Binge Drinking and Its Association with Depression and Anxiety: A Prospective Observational Study.

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Nourse, R; Adamshick, P; Stoltzfus, J

2017-03-01

Binge drinking is a significant public health problem across college campuses in the United States. Despite substantial research and the use of evidence-based methods, the binge drinking culture remains an obstinate health crisis on campuses. This study examined the current binge drinking rate on a selected college campus, the association between binge drinking and anxiety and depression as well as the associated consequences of students' alcohol use. A sample of 201 students from a small, private Mid-Atlantic college completed validated scales as well as demographics and questionnaires. Primary outcome measures were the 9-item Patient Health Questionnaire, 7-item Generalised Anxiety Questionnaire, and Alcohol Use Disorders Identification Test (AUDIT). Secondary measures were the Brief Young Adult Alcohol Consequences Questionnaire, questionnaires, and demographics. Descriptive outcomes, frequencies and percentages, and separate Chi-square tests methodologies were utilised for analyses. According to the AUDIT, 93% of students engaged in hazardous drinking, with a binge drinking rate of 38.8%. No significant associations were found between hazardous drinking and depression (p = 0.20) or anxiety (p = 0.68) levels in students. A significant relationship was found between their amount of drinking and negative consequences (p students reported moderate and severe levels of anxiety and depression. Our student sample engaged in binge drinking, suffered negative consequences, and presented with anxiety and depression issues along with gender implications as females had higher rates of depression and anxiety. Males drank significantly more and binged more often than females. The majority of students who binged experienced memory loss. Both females and males reported taking foolish risks and being impulsive when drinking. Students are vulnerable to harmful consequences when binging and have poor insight regarding binge drinking.

High School Students' Time Management Skills in Relation to Research Anxiety

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Akcoltekin, Alpturk

2015-01-01

This study aimed to determine the opinions of high school students relating to time management and present a correlation of their time management skills with demographic variables, as well as examining the relation between their level of research anxiety and time management skills. The study group composed 270 12th-grade students (127 males and…

The Relationship of Gender and Self-Efficacy on Social Physique Anxiety among College Students.

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Rothberger, Sara M; Harris, Brandonn S; Czech, Daniel R; Melton, Bridget

The anxiety or fear associated with physique evaluation is defined as Social Physique Anxiety (SPA). Numerous studies have examined this construct, yet a gap exists exploring this phenomenon among current college students with SPA, self-efficacy, and gender concurrently. Therefore, the purposes of this study included quantitatively analyzing the association between SPA, gender, and self-efficacy. Participants included 237 students at a Southeastern university participating in jogging, body conditioning, or weight training courses. Analysis of Variance yielded a significant main effect for self-efficacy as well, as those with lower self-efficacy displayed higher levels of SPA ( p college student population.

Anxiety and Attitude of Graduate Students in On-Campus vs. Online Statistics Courses

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DeVaney, Thomas A.

2010-01-01

This study compared levels of statistics anxiety and attitude toward statistics for graduate students in on-campus and online statistics courses. The Survey of Attitudes Toward Statistics and three subscales of the Statistics Anxiety Rating Scale were administered at the beginning and end of graduate level educational statistic courses.…

A study on the anxiety disorder and related factors among highschool students of Ghasem Abad, Islamshahr, December, 1986

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Moshkani Z

1998-08-01

Full Text Available Anxiety is one of the most common disorders among the adolescent. Because in this period they have to make many new adjustments such as establishing the sense of identity, thinking about the choice of their career and decide which one matches with their abilities and also makes some social adjustments. In this study 793 highschool students (boys and girls took the Spiel Berger anxiety tests which measure the overt and covert anxiety. They also completed a structured questionnaire containing questions about the independent variables. Findings of this study indicate that 15% of the highschool students had severe overt anxiety disorder and 20.1% had severe covert anxiety disorder. A statistically significant relation has been found between the covert anxiety and father's education (P=0.006, mother's death (P=0.01, the student's disability (P=0.04, religious believes (P=0.006, illness of family members (P=0.05, educational achievement (P=0.01, mother's occupation (P=0.02. Also a significant relation has been found between the covert anxiety and sex (P=0.01, student's occupation after school hours (P=0.002, religious belief (P=0.01, father's education (P=0.01, illeness of family members (P=0.004.

Socially Desirable Responding and College Students with Dyslexia: Implications for the Assessment of Anxiety and Depression.

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Nelson, Jason M; Liebel, Spencer W

2018-02-01

We investigated self-reported depressive and anxiety-related symptoms among college students with dyslexia, with emphasis on the role of socially desirable responding (SDR) in understanding these reports. Analyses included examination of differences in self-reported depressive symptoms, anxiety-related symptoms, and SDR. We also examined the relationships among SDR, depressive symptoms, anxiety-related symptoms, and reading skills. Participants with dyslexia demonstrated significantly higher SDR than did participants without dyslexia, and higher SDR was significantly associated with lower self-reported depressive and anxiety-related symptoms. Moreover, higher SDR was significantly associated with lower reading skills. There was no group difference on anxiety-related symptoms, but participants with dyslexia had higher depressive symptoms than did participants without dyslexia when SDR was controlled. Implications for the assessment of anxiety and depression among college students with dyslexia are discussed. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

Relationships between adaptation-innovation, experienced control, and state-trait anxiety.

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Elder, R L

1989-08-01

This study examines correlations among scores on the Kirton Adaption-Innovation Inventory, the Tiffany Control Scales, and the Spielberger State-Trait Anxiety Inventory for 104 undergraduates enrolled in the general psychology classes at a middle-sized midwestern university. Analysis indicated that adaptors and innovators perceive control from and/or over some aspects of their lives differently. Innovators feel control over internal (self) and over external (environment) while adaptors feel control from internal (self) and from external (environment). These results suggest innovators generally feel that they are in control of both themselves and the environment. Adaptors, however, generally feel they are controlled by internal drives and impulses or environmental events. The present study yielded no correlation between choice of college major and adaption-innovation but more research is needed. A relation between adaption and state anxiety was found, which may suggest adaptors feel more pressure when completing a novel task (answering questionnaires) than innovators. Finally, no significant correlation was found between the Kirton scores and trait anxiety.

Mathematics Anxiety Among 4th And 5th Grade Turkish Elementary School Students

OpenAIRE

Fulya Yüksel-Şahin

2008-01-01

Using a sample of 4th and 5th graders, this study investigated whether students’ mathematics anxiety differed significantly according to a group of variables. A total of 249 students participated in the study. “The Mathematics Anxiety Scale for Elementary School Students” and “The Personal Information Form” were used for data collection. Independent samples t-tests, Oneway Anova and Schefee test were used to analyze the data. Results showed that students’ mathematics anxiety differed signific...

The impact of social anxiety on student learning and well-being in higher education

OpenAIRE

Russell, G.; Topham, P.

2012-01-01

Background: This paper reports findings from two complementary web-surveys conducted in the UK, in\\ud which 787 university students described their experiences of social anxiety.\\ud \\ud Aims: The aim was to explore the impact of social anxiety on student learning and well-being in the context of higher education.\\ud \\ud Method: Participants self-selected using a screening tool and completed a web-based questionnaire.\\ud \\ud Results: The findings are consistent with previous research on social...

The prevalence and socioeconomic correlates of depressive and anxiety symptoms in a group of 1,940 Serbian university students.

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Simić-Vukomanović, Ivana; Mihajlović, Goran; Kocić, Sanja; Djonović, Nela; Banković, Dragić; Vukomanović, Vladimir; Djukić-Dejanović, Slavica

2016-02-01

BACKGROUND/AIM. Mental health of university students is under increasing concern worldwide, because they face challenges which predisposes them to depression and anxiety. The aim of this study was to identify demographic and socioeconomic variables associated with depressive and anxiety symptoms among university students. This cross-sectional study on 1,940 university students was performed using a questionnaire including demographic and socioeconomic variables, Beck Depression Inventory and Beck Anxiety Inventory. The prevalence of depressive symptoms in students was 23.6%, while the prevalence of anxiety symptoms was 33.5%. The depressive symptoms were significantly related to the study year (p = 0.002), type of faculty (p = 0.014), satisfaction with college major choice (p students (odds ratio--OR = 1.791, 95% confidence interval--CI = 1.351-2.374), older students (OR = 1.110, 95% CI = 1.051-1.172), students who reported low family economic situation (OR = 2.091, 95% CI = 1.383-3.162), not owning the room (OR = 1.512, 95%CI = 1.103-2.074), dissatisfaction with graduate education (OR = 1.537, 95% CI = 1.165-2.027) were more likely toshow depressive symptoms. The anxiety symptoms were significantly related to study year (p = 0.034), type of faculty(p students (OR = 1.901, 95% CI =1.490-2.425), and students who reported parents high expectations of academic success (OR = 1.290, 95% CI =1.022-1.630) were more likely to show anxiety symptoms. This is one of the largest study examining mental disorders in a sample of university students in Serbia. These findings underscore the importance of early detections of mental problems and prevention interventions in university students.

Social Support as a Contributor to Student Teachers' Experienced Well-Being

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Väisänen, Sanna; Pietarinen, Janne; Pyhältö, Kirsi; Toom, Auli; Soini, Tiina

2017-01-01

The aim of this study is to gain better understanding of the dynamics of the social support system adopted in teacher education and its significance for the student teachers' experienced well-being. The focus was on exploring the extent to which empowering "emotional," "informational" or "instrumental" support is…

Physical and Physiological Correlates of Social Physique Anxiety in College Students

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Yaman, Çetin

2017-01-01

The purpose of the present study was to explore the relationship among social physique anxiety, physical measures such as body fat and physical self-concept. 367 (226 male and 141 female) college students ranging in age from 21 to 33 participated in the study. Participants were randomly chosen among the healthy students without any metabolic and…

[Alcohol, tobacco, cannabis, anxiety and depression among second-year medical students. Identify in order to act].

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Vaysse, Benoît; Gignon, Maxime; Zerkly, Salah; Ganry, Olivier

2014-01-01

Excessive alcohol consumption and illicit drug use among students have negative repercussions on their health, education and society in general. Medical students are no exception. The objective of this study was to evaluate the consumption of alcohol, tobacco and cannabis as well as levels of anxiety and depression of students admitted to the second year of medical studies based on anonymous self-administered questionnaires containing the following tests: AUDIT, Fagerstrom, CAST and HAD. 198 of the 207 students involved agreed to participate. Excessive alcohol consumption was higher among women than among men (35% versus 22%), but fewer women were alcohol-dependent (2% versus 8%) (p students were tobacco smokers, with no signs of dependence in 80% of cases. 15% of students smoked cannabis and 52% of them presented problem use. 21% of women had a suspected anxiety disorder and 23% had a proven anxiety disorder, versus 17% and 6% of men, respectively (p = 0.002). 3% had a suspected depressive disorder and 0.5% had a proven depressive disorder. High-risk alcohol consumption was significantly correlated with high-risk cannabis use. No correlation was demonstrated between anxiety or depression and these consumptions. Doctors appear to be particularly affected by psychological disorders or addictions and medical students are paradoxically less likely than the general population to receive appropriate care. Universities must provide monitoring and support for students in order to improve their health, but also to enable them to provide care and appropriate educational messages to their patients.

Role of Auriculotherapy in the Treatment of Temporomandibular Disorders with Anxiety in University Students

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Denise Hollanda Iunes

2015-01-01

Full Text Available Introduction. The aim of this study was to evaluate the role of auriculotherapy with mustard seeds in the treatment of temporomandibular disorders (TMDs, anxiety, and electromyographic (EMG activity in university students. Methodology. The State Trait Anxiety Inventory (STAI, Research Diagnostic Criteria (RDC for TMDs (RDC/TMDs, and electromyography were used in this study of 44 college students with high levels of anxiety and TMDs. The subjects were divided into two groups: an auriculotherapy (AA group (n=31 and an AA sham group (n=13. The mustard seeds were applied to the shenmen, rim, sympathetic, brain stem, and temporomandibular joint (TMJ points in the AA group and to sham points in the external ear and wrist in the AA sham group. The treatment protocol was 10 sessions (two treatments per week. Results. Anxiety (p<0.01 was significantly reduced in the AA group. This group also showed a decrease in tender points in the mandibular posterior region (p=0.04 and in the right side of the submandibular region (p=0.02. Complaints of bilateral pain were reduced in the temporal tendon (p≤0.01 and in the left side of the ATM (p<0.01. In addition, electromyographic (EMG activity was reduced during temporal muscle contraction (p=0.03.  Conclusion. Auriculotherapy was effective in the treatment of students with anxiety and TMDs.

Intergroup contact and team functioning among nursing students: the mediation role of intergroup anxiety.

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Marletta, Giuseppe; Sarli, Leopoldo; Caricati, Luca; Mancini, Tiziana

2017-07-18

The improvement of team effectivity is one of the main concerns for healthcare organizations. Moreover, healthcare organizations must cope with increasing multicultural composition of both workforce and patients. The intergroup contact theory suggests that frequent and positive face-to-face contact among professionals or students with different cultural heritage can help to reach both increasing team effectiveness and adequate care in a multicultural setting. The aim was then to verify whether intergroup contact during practical training would decrease intergroup anxiety and then increase team functioning. A cross-sectional design was used in which a questionnaire was delivered to 83 nursing students. According to the intergroup contact theory, frequent and positive contact with non-native professionals decreased the intergroup anxiety which, in turn, increased prejudice and, more importantly, decreased team functioning. Moreover, intergroup anxiety showed a complete mediation effect on the relations between intergroup contact during practical training and both negative attitude toward immigrants and team functioning. Intergroup contact with non-native professionals or students during practical training is able to indirectly decrease prejudice and improve team functioning by lowering the anxiety that is aroused by encounter with non-native individuals.

[The relationship among depression, anxiety, and somatic symptoms in a sample of university students in northern Mexico].

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González Ramírez, Mónica Teresa; Landero Hernández, René; García-Campayo, Javier

2009-02-01

To determine how anxiety, depression, and somatic symptoms are related in a sample of university students in northern Mexico. An exploratory study was conducted through self-administered questionnaires applied to a convenience sample of 506 psychology students at two universities in Monterrey, in the state of Nuevo León, Mexico. To evaluate somatic symptoms, the Patient Health Questionnaire was used; for depression, the Beck Depression Inventory; and for anxiety, the Social Anxiety Scale for Adolescents. Spearman's correlation was used to determine to what extent the associations among the variables were significant. The Kruskal-Wallis test was used to compare anxiety and depression levels between groups of students organized by severity of somatic symptoms. Of the participants, 129 (25.5%) presented somatic symptoms that were of medium intensity or severe; just 4 (0.8%) had severe depression; and only 2 (0.4%) students presented anxiety levels over 75% of the scale maximum. The severity of somatic symptoms increased in step with anxiety and depression levels. The somatic symptoms occurring most frequently and of greatest concern among the study sample were: headache, menstrual pain, and backache, as well as feeling tired and having difficulty sleeping. The direct association between the severity of somatic symptoms and depression and anxiety was confirmed. It is recommended that all treatment and/or prevention programs addressing one of these conditions, include the other two as well. Programs specifically aimed at university youth should be implemented.

The Effect of Neurofeedback Training on Anxiety and Depression in Students with Attention Deficit/Hyperactivity Disorders

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Jamal Ashoori*

2016-03-01

Full Text Available Background and Objectives: Neurofeedback training method, as a relatively new therapy method, is being used for treatment of diseases and disorders. This research aimed to investigate the effect of neurofeedback training on anxiety and depression in students with attention deficit/hyperactivity disorder. Materials and Methods: This was a semi-experimental study with a pre-test and post-test design. The statistical population included all the elementary students with attention deficit/hyperactivity disorder, referred to counseling centers of Pakdasht city in 2015 academic year. Totally, 40 students were selected through the available sampling method and randomly assigned to two groups (each group had 20 person. The experimental group was educated with 12 sessions of 60 minutes by neurofeedback method. For data collection, the questionnaires of Cattell anxiety and Beck depression were used. Data was analyzed using SPSS-19 software and multivariate analysis of covariance (MONCOVA method. Results: The results showed that the mean and standard deviation of anxiety and depression before the intervention in the neurofeedback group were respectively 46.63±4.22 and 37.61±5.83; but after the intervention, the mean and standard deviation of anxiety and depression in the neurofeedback group become 35.09±3.81 and 25.78±3.64, respectively. In addition, the result showed that neurofeedback training method significantly led to the decrease of anxiety and depression in students with attention deficit/hyperactivity disorder (P <0.001. Conclusions: Regarding the results of this research, it is suggested that therapists and clinical psychologists use neurofeedback training for decreasing anxiety and depression in students with attention deficit/hyperactivity disorder.

Does Coping With Music as an Art Reduce Anxiety and Depression Symptoms? A Comparison of Conservatoire and Other Faculty Students

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Nazan Karaoglu

2009-12-01

Full Text Available AIM: Art is known to be a tool which provides relaxation and helps therapy especially in psychiatric diseases and in many other health problems. But the effect of art in artists is not known well. The aim of this study was to ascertain if there is a difference in anxiety and depression symptom scores between students of conservatoire and the other faculties. METHOD: In this study, anxiety and depression scores of volunteer students in conservatoire and other faculties were determined via a self administered questionnaire consisting of socio-demographic questions and Hospital Anxiety and Depression Scale (HADS. Percentages, chi-square, student-t test and one-way ANOVA tests were used in statistical analyses. RESULTS: Study population was composed of 171 students in the ages of 17–29 (mean=21.36±2.31 years and 89 (52% were female. Among 55 (32.2% conservatoire students and 116(67.8% other faculties’ students 104(60.8% were living in a hostel. Mean anxiety and depression scores were 7.21±3.37, 5.80±3.49 for conservatoire students and 7.56 ±3.62, 5.81±3.41 for the comparisons, respectively. There were symptoms above the cut– off levels for anxiety in 28 students (16.4% and for depression in 47 students (27.5% in the whole group. While anxiety and depression symptoms percentages were 18.2 %( n=10 and 15.5 %( n=18 in conservatoire students, that were 32.7 %( n=18 and 25.0 %( n=29 in other students. The difference was not statistically significant for both anxiety and depression symptoms (p>0.05. CONCLUSION: We found that dealing with music as an art didn’t made difference in anxiety and depression symptoms in this study population. Art is always accepted as a relaxation tool but individuals making art as a lesson, as a job or as a way to gain money can feel different. [TAF Prev Med Bull 2009; 8(6.000: 465-472

Depression, Anxiety and Symptoms of Stress among Baccalaureate Nursing Students in Hong Kong: A Cross-Sectional Study

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Cheung, Teris; Wong, Siu Yi; Wong, Kit Yi; Law, Lap Yan; Ng, Karen; Tong, Man Tik; Wong, Ka Yu; Ng, Man Ying; Yip, Paul S.F.

2016-01-01

This study examines the prevalence of depression, anxiety and symptoms of stress among baccalaureate nursing students in Hong Kong. Recent epidemiological data suggest that the prevalence of mild to severe depression, anxiety and stress among qualified nurses in Hong Kong stands at 35.8%, 37.3% and 41.1%, respectively. A total of 661 nursing students were recruited to participate in our cross-sectional mental health survey using the Depression, Anxiety and Stress Scale 21. Multiple logistic r...

Comparison of Writing Anxiety and Writing Dispositions of Sixth, Seventh and Eighth Grade Students

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Rifat Ramazan Berk

2017-01-01

Full Text Available The purpose of this study is to determine sixth, seventh and eighth grade students’ writing anxiety and dispositions and to examine to what extent they predict each other. The basis of this study is to determine whether writing disposition is the significant predictor of writing anxiety or not and whether students’ grade levels and genders are significant predictor of writing anxiety and dispositions or not. The research was designed according to survey model. The study group, selected through simple sampling method, is made up of 860 students studying at 6th, 7th and 8th grades in elementary schools of Şarkışla District, Sivas. While “Writing Anxiety Scale”, adapted into Turkish by Özbay and Zorbay (2011, was administered to determine the study group’s writing anxiety level, “Writing Disposition Scale”, adapted into Turkish by İşeri and Ünal (2010, was used to determine the writing disposition level. At the end of the study, it was found that writing disposition is a significant predictor of writing anxiety and students’ grade levels and genders are significant predictors of writing anxiety and dispositions. An education environment to create a strong writing disposition for students is recommended. Also, similar studies on different dimensions of the issue can be conducted.

Statistics Anxiety, Trait Anxiety, Learning Behavior, and Academic Performance

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Macher, Daniel; Paechter, Manuela; Papousek, Ilona; Ruggeri, Kai

2012-01-01

The present study investigated the relationship between statistics anxiety, individual characteristics (e.g., trait anxiety and learning strategies), and academic performance. Students enrolled in a statistics course in psychology (N = 147) filled in a questionnaire on statistics anxiety, trait anxiety, interest in statistics, mathematical…

Biofeedback Intervention for Stress, Anxiety, and Depression among Graduate Students in Public Health Nursing.

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Ratanasiripong, Paul; Kaewboonchoo, Orawan; Ratanasiripong, Nop; Hanklang, Suda; Chumchai, Pornlert

2015-01-01

Globally, graduate students have been found to have high prevalence of mental health problems. With increasing severity of mental health problems on university campuses and limited resources for mental health treatment, alternative interventions are needed. This study investigated the use of biofeedback training to help reduce symptoms of stress, anxiety, and depression. A sample of 60 graduate students in public health nursing was randomly assigned to either the biofeedback intervention or the control group. Results indicated that biofeedback intervention was effective in significantly reducing the levels of stress, anxiety, and depression over the 4-week period, while the control group had increases in symptoms of anxiety and depression over the same timeframe. As future leaders in the public health nursing arena, the more psychologically healthy the graduate students in public health nursing are, the better the public health nursing professionals they will be as they go forth to serve the community after graduation.

Biofeedback Intervention for Stress, Anxiety, and Depression among Graduate Students in Public Health Nursing

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Paul Ratanasiripong

2015-01-01

Full Text Available Globally, graduate students have been found to have high prevalence of mental health problems. With increasing severity of mental health problems on university campuses and limited resources for mental health treatment, alternative interventions are needed. This study investigated the use of biofeedback training to help reduce symptoms of stress, anxiety, and depression. A sample of 60 graduate students in public health nursing was randomly assigned to either the biofeedback intervention or the control group. Results indicated that biofeedback intervention was effective in significantly reducing the levels of stress, anxiety, and depression over the 4-week period, while the control group had increases in symptoms of anxiety and depression over the same timeframe. As future leaders in the public health nursing arena, the more psychologically healthy the graduate students in public health nursing are, the better the public health nursing professionals they will be as they go forth to serve the community after graduation.

Effects of Oral Vitamin C Supplementation on Anxiety in Students: A Double-Blind, Randomized, Placebo-Controlled Trial.

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de Oliveira, Ivaldo Jesus Lima; de Souza, Victor Vasconcelos; Motta, Vitor; Da-Silva, Sérgio Leme

2015-01-01

Vitamin C ascorbic acid) is a well-known antioxidant that is involved in anxiety, stress, depression, fatigue and mood state in humans. Studies have suggested that oxidative stress may trigger neuropsychological disorders. Antioxidants may play an important therapeutic role in combating the damage caused by oxidative stress in individuals that suffer from anxiety. In this context, it was hypothesized that oral vitamin C supplementation would reduce anxiety. However, few up to date studies have evaluated the consequences of oral vitamin C supplementation on anxiety in humans. The present study examined the effects of oral vitamin C supplements in 42 high school students, in a randomized, double-blind, placebo-controlled trial. The students were given either vitamin C (500 mg day(-1)) or placebo. Plasma concentrations of vitamin C and blood pressure were measured before the intervention and then one day after the intervention. Anxiety levels were evaluated for each student before and after 14 days following supplementation with the Beck Anxiety Inventory. Results showed that vitamin C reduced anxiety levels and led to higher plasma vitamin C concentration compared to the placebo. The mean heart rates were also significantly different between vitamin C group and placebo control group. Present study results not only provide evidence that vitamin C plays an important therapeutic role for anxiety but also point a possible use for antioxidants in the prevention or reduction of anxiety. This suggests that a diet rich in vitamin C may be an effective adjunct to medical and psychological treatment of anxiety and improve academic performance.

Foreign language classroom anxiety : A study of Chinese university students of Japanese and English over time

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Jin, Yinxing

2016-01-01

This PhD project mainly aimed at exploring the relationship between foreign language (FL) anxiety and FL proficiency development, the sources of FL anxiety, and the stability of FL anxiety over time and across target languages. To this end, 146 L1 Chinese university students, who had been learning

The mediating role of resilience in the relationship between big five personality and anxiety among Chinese medical students: a cross-sectional study.

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Meng Shi

Full Text Available The psychological distress of medical students is a major concern of public health worldwide. However, few studies have been conducted to evaluate anxiety symptoms of medical students in China. The purpose of this study was to investigate the anxiety symptoms among Chinese medical students, to examine the relationships between big five personality traits and anxiety symptoms among medical students, and to explore the mediating role of resilience in these relationships.This multicenter cross-sectional study was conducted in June 2014. Self-reported questionnaires consisting of the Zung Self-Rating Anxiety Scale (SAS, Big Five Inventory (BFI, Wagnild and Young Resilience Scale (RS-14 and demographic section were distributed to the subjects. A stratified random cluster sampling method was used to select 2925 medical students (effective response rate: 83.57% at four medical colleges and universities in Liaoning province, China. Asymptotic and resampling strategies were used to explore the mediating role of resilience.The prevalence of anxiety symptoms was 47.3% (SAS index score≥50 among Chinese medical students. After adjusting for the demographic factors, the traits of agreeableness, conscientiousness and openness were all negatively associated with anxiety whereas neuroticism was positively associated with it. Resilience functioned as a mediator in the relationships between agreeableness/conscientiousness/openness and anxiety symptoms.Among Chinese medical students, the prevalence of anxiety symptoms was high and resilience mediated the relationships between big five personality traits and anxiety symptoms. Identifying at-risk individuals and undertaking appropriate intervention strategies that focus on both personality traits and resilience might be more effective to prevent and reduce anxiety symptoms.

The mediating role of resilience in the relationship between big five personality and anxiety among Chinese medical students: a cross-sectional study.

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Shi, Meng; Liu, Li; Wang, Zi Yue; Wang, Lie

2015-01-01

The psychological distress of medical students is a major concern of public health worldwide. However, few studies have been conducted to evaluate anxiety symptoms of medical students in China. The purpose of this study was to investigate the anxiety symptoms among Chinese medical students, to examine the relationships between big five personality traits and anxiety symptoms among medical students, and to explore the mediating role of resilience in these relationships. This multicenter cross-sectional study was conducted in June 2014. Self-reported questionnaires consisting of the Zung Self-Rating Anxiety Scale (SAS), Big Five Inventory (BFI), Wagnild and Young Resilience Scale (RS-14) and demographic section were distributed to the subjects. A stratified random cluster sampling method was used to select 2925 medical students (effective response rate: 83.57%) at four medical colleges and universities in Liaoning province, China. Asymptotic and resampling strategies were used to explore the mediating role of resilience. The prevalence of anxiety symptoms was 47.3% (SAS index score≥50) among Chinese medical students. After adjusting for the demographic factors, the traits of agreeableness, conscientiousness and openness were all negatively associated with anxiety whereas neuroticism was positively associated with it. Resilience functioned as a mediator in the relationships between agreeableness/conscientiousness/openness and anxiety symptoms. Among Chinese medical students, the prevalence of anxiety symptoms was high and resilience mediated the relationships between big five personality traits and anxiety symptoms. Identifying at-risk individuals and undertaking appropriate intervention strategies that focus on both personality traits and resilience might be more effective to prevent and reduce anxiety symptoms.

A Mixed Method Investigation of Social Science Graduate Students' Statistics Anxiety Conditions before and after the Introductory Statistics Course

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Huang, Liuli

2018-01-01

Research frequently uses the quantitative approach to explore undergraduate students' anxiety regarding statistics. However, few studies of adults' statistics anxiety use the qualitative method, or a sole focus on graduate students. Moreover, even fewer studies focus on a comparison of adults' anxiety levels before and after an introductory…

The Influence of Mathematics Anxiety in Middle and High School Students Math Achievement

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Al Mutawah, Masooma Ali

2015-01-01

Math anxiety has been the focus of much psychological and educational research in the past few years, there are many international studies showing that mathematics anxiety is an influence on student's achievements in school, but little research has been done about this issue in Bahrain. Bahrain is a country in the Arabian Gulf region, its economic…

The Effect of Diffused Aromatherapy on Test Anxiety among Baccalaureate Nursing Students

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Johnson, Catherine E.

2013-01-01

A quantitative, randomized, pretest, posttest study was conducted to assess the effect of aromatherapy on cognitive test anxiety among nursing students. Sophomore nursing students (n = 39) from a private, 4-year college, were randomized into either the control group (n = 18) or the experimental group (n = 21). Each participant completed the…

Depression, anxiety, and suicidal ideation among Vietnamese secondary school students and proposed solutions: a cross-sectional study.

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Nguyen, Dat Tan; Dedding, Christine; Pham, Tam Thi; Wright, Pamela; Bunders, Joske

2013-12-17

There is a rapidly growing public awareness of mental health problems among Vietnamese secondary school students. This study aims to determine the prevalence of anxiety, depression, and suicidal ideation, to identify related risk factors, and to explore students' own proposals for improving their mental health. A cross-sectional study was conducted among 1161 secondary students in Can Tho City, Vietnam during September through December, 2011. A structured questionnaire was used to assess anxiety, depression, suicidal ideation and proposed solutions. Depression was measured using the Center for Epidemiology Studies Depression Scale. The prevalence estimates of symptoms reaching a threshold comparable to a diagnosis of anxiety and depression were 22.8% and 41.1%, respectively. Suicide had been seriously considered by 26.3% of the students, while 12.9% had made a suicide plan and 3.8% had attempted suicide. Major risk factors related to anxiety and depression were physical or emotional abuse by the family, and high educational stress. As proposed solutions, nearly 80% of students suggested that the academic workload should be reduced and that confidential counselors should be appointed at schools. About half the students stated that the attitudes of their parents and teachers needed to change. A significant majority said that they would visit a website that provided mental health support for students. Anxiety, depression, and suicidal ideation are common among Vietnamese secondary school students. There are strong associations with physical and emotional abuse in the family and high educational stress. Academic curricula and attitudes of parents and teachers need to be changed from a punitive to a more supportive approach to reduce the risk of poor mental health. An internet-based mental health intervention could be a feasible and effective first step to improve students' mental health.

The Study Of Anxiety In Medical Students And It’s Relation With Practice of Health Behavior

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Meshkani Z

2005-06-01

Full Text Available Background: Medical education is inherently stressful and demanding to deal with various stressors, which may cause impaired judgment, reduced concentration, lack of self-steam, increased anxiety and depression. Materials and Methods: A cross sectional study was conducted on 250 medical students from 6 month period to graduation in medical college of Tehran university of Medical sciences in order to assess their anxiety and practice of health behaviors and also the relation between the two variables and some other related factors.. Results: The results of study show that of 6.6% medical students suffer from severe state and 4.9% from trait anxiety. The finding of this study shows that 83.3% of girls and 84.6% of boys have practicing risky health behaviors. No statistical relationships found between, anxiety and practicing health behaviors. The relation between anxiety and health satisfaction was Statistically significant; mental and physical (P<0.001. Conclusion: The information found in this research, can help medical education institute to capitalize an opportunities to help their students in preventing risky behaviors, and different stress management techniques should be taught at medical schools.

Assessing time-management skills in terms of age, gender, and anxiety levels: a study on nursing and midwifery students in Turkey.

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Kaya, Hatice; Kaya, Nurten; Palloş, Aylin Öztürk; Küçük, Leyla

2012-09-01

The success of university students depends on their ability to utilize time properly and completely. Students are required to learn to manage time so that they are able to apply the same degree of efficiency in the profession they choose after completing their education. This descriptive, cross-sectional study was conducted to determine nursing and midwifery students' time management skills in terms of their age, gender, and anxiety levels. The study population consisted of 1002 students, of which 584 students were selected for sampling. A Student Information Form, Time Management Inventory, and State-Trait Anxiety Inventory were used to collect data. Among the students, 89.9% were female, and the average age was 20.58 years (SD = 2.10). The average score of the Time Management Inventory was 87.79 (SD = 11.78), the mean score of the State Anxiety Inventory was 40.11 (SD = 10.84), and that of the Trait Anxiety Inventory was 43.95 (SD = 7.98). Nursing and midwifery students' time management skills are at mid-level point. Female students were able to manage time better than male students and the time management skills of the students decreased as the anxiety level increased. Copyright © 2012 Elsevier Ltd. All rights reserved.

Prevalence of Obsessive-Compulsive Disorder and its relationship with anxiety symptoms in students of Zanjan universities (2009

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Seyed Abolfazl Ghoreishi

2014-08-01

Full Text Available Background: Obsessive-Compulsive Disorder (OCD is the fourth most common mental disorder that can adversely affect the people’s life. University education is a stressful time for almost all students and many newly-accepted students are at the risk of periodical OCD. In this study, the prevalence of Obsessive-Compulsive Disorder and its relationship with anxiety symptoms was investigated in students of Zanjan universities. Method: The students were analyzed by a questionnaire, including the demographic information, Yale-Brown Obsessive-Compulsive Scale and Hamilton Anxiety Rating Scale.The acquired data were analyzed by SPSS software using Chi-square Test. Results: 61.2% of the students (738 were affected by Obsessive-Compulsive Disorder (OCD symptoms and 25.1% of them (302 were affected by anxiety symptoms (mild to severe. Prevalence of Clinical OCD among the students was estimated 22.2 % (268 .The results of statistical analysis showed significant correlations between Obsessive-Compulsive Disorder (OCD and anxiety symptoms (P=0.0005, sex (P=0.0005 , age (P=0.005 and university (P= 0.002 Conclusion: This study demonstrated a higher prevalence of OCD among the study sample compared to the similar studies performed in Iran as well as other countries

Sexuality and Student Development: Sexual Anxiety As It Relates to Chickering's Vectors.

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Crouse, Roy H.; Doebbeling, Brad

Psychological stress has been identified as a main variable related to adjustment in college and to college attrition. Five of Chickering's seven areas of development for college students have been related directly to sexuality. Although a major concern of college students is the anxiety associated with sexual issues, little research has been…

Relevance of student and contextual school variables in explaining a student’s severity of violence experienced

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Mooij, Ton

2015-01-01

Teachers conceptualise and interpret violent behaviour of secondary students in different ways. They also differ in their estimates of the relevance of student and contextual school variables when explaining the severity of violence experienced by students. Research can assist here by explicating

Dimensional assessment of DSM-5 social anxiety symptoms among university students and its relationship with functional impairment.

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Dell'Osso, Liliana; Abelli, Marianna; Pini, Stefano; Carlini, Marina; Carpita, Barbara; Macchi, Elisabetta; Gorrasi, Federica; Mengali, Francesco; Tognetti, Rosalba; Massimetti, Gabriele

2014-01-01

Social anxiety disorder is a common condition often associated with severe impairment in educational career. The aim of this paper was to evaluate prevalence rates and correlates of mild, moderate, and severe forms of social anxiety spectrum in a large sample of university students. Overall, 717 university students were assessed with the Social Anxiety Spectrum Self-Report questionnaire. Using two cut-off scores, 61.4% of subjects were classified as low scorers, 10% as medium scorers, and 28.6% as high scorers. Both high and medium scorers reported fears related to social situations. Interpersonal sensitivity and specific phobias were more common among women with low scores. Childhood/adolescence social anxiety features were more common among males with medium scores. Behavioral inhibition was more common among males with high scores. Functional impairment was severe among high scorers and, to a lesser extent, among medium scorers. Social anxiety spectrum is largely represented among university students. Future studies should investigate whether sufferers of social phobia underachieve or end their professional objectives prematurely.

The Mediating Role of Resilience in the Relationship between Big Five Personality and Anxiety among Chinese Medical Students: A Cross-Sectional Study

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Shi, Meng; Liu, Li; Wang, Zi Yue; Wang, Lie

2015-01-01

Backgrounds The psychological distress of medical students is a major concern of public health worldwide. However, few studies have been conducted to evaluate anxiety symptoms of medical students in China. The purpose of this study was to investigate the anxiety symptoms among Chinese medical students, to examine the relationships between big five personality traits and anxiety symptoms among medical students, and to explore the mediating role of resilience in these relationships. Methods This multicenter cross-sectional study was conducted in June 2014. Self-reported questionnaires consisting of the Zung Self-Rating Anxiety Scale (SAS), Big Five Inventory (BFI), Wagnild and Young Resilience Scale (RS-14) and demographic section were distributed to the subjects. A stratified random cluster sampling method was used to select 2925 medical students (effective response rate: 83.57%) at four medical colleges and universities in Liaoning province, China. Asymptotic and resampling strategies were used to explore the mediating role of resilience. Results The prevalence of anxiety symptoms was 47.3% (SAS index score≥50) among Chinese medical students. After adjusting for the demographic factors, the traits of agreeableness, conscientiousness and openness were all negatively associated with anxiety whereas neuroticism was positively associated with it. Resilience functioned as a mediator in the relationships between agreeableness/conscientiousness/openness and anxiety symptoms. Conclusions Among Chinese medical students, the prevalence of anxiety symptoms was high and resilience mediated the relationships between big five personality traits and anxiety symptoms. Identifying at-risk individuals and undertaking appropriate intervention strategies that focus on both personality traits and resilience might be more effective to prevent and reduce anxiety symptoms. PMID:25794003

Humor Reduces Anxiety and Disgust in Anticipation of an Educational Dissection in Teacher Students

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Randler, Christoph; Wüst-Ackermann, Peter; Demirhan, Eda

2016-01-01

Dissections of human organs and animals are an important part of medical and science education but students usually express negative emotions towards dissections. Some studies show a negative influence of disgust and anxiety on motivation, interest and achievement. Therefore, reducing anxiety and disgust should be an important aim. As humor can…

Anxiety and inattention as predictors of achievement in early elementary school children.

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Grills-Taquechel, Amie E; Fletcher, Jack M; Vaughn, Sharon R; Denton, Carolyn A; Taylor, Pat

2013-01-01

The objective of this study was to examine the relations among anxiety, inattention, and math/reading achievement, as well as the mediating/moderating role of inattention in the anxiety-achievement association both concurrently and longitudinally. Participants included 161 ethnically diverse children (aged 6-8) and their teachers. At the middle and end of first grade (approximately 5 months apart), students completed measures of anxiety and achievement while their teachers completed a measure of inattention. For the concurrent analyses, greater harm avoidance anxiety was associated with better attention, which was in turn related to better achievement. For the longitudinal analyses, mid-year inattention interacted with harm avoidance and separation anxiety to predict end of year reading fluency. For those rated as more attentive, greater separation anxiety symptoms were associated with decreased fluency performance while greater harm avoidance symptoms were associated with increased performance. Findings were discussed in terms of the importance of considering socioemotional variables in the study of children's academic achievement and the potential utility of early anxiety prevention/intervention programs, especially for children experiencing academic difficulties who also show internalizing behaviors.