Anxiety in the classroom: Implications for middle school teachers

Moran, Kristen

doi:10.1080/00940771.2016.1059727

Cited by 5 publications

(8 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…found that high school students felt a greater sense of high anxiety towards NCLB mandated tests as opposed to regular classroom tests. Furthermore, middle school students struggle to effectively access knowledge when experiencing anxiety (Muris & Meesters, 2002;Moran, 2016). This research indicates a perceived higher level of anxiety in regards to high-stakes assessments.…”

Section: High Stakes Testing and Anxietymentioning

confidence: 89%

“…Students reported that they felt overly anxious about tests that were frightening to them, often times forgetting what they had previously known. This is supported in many cases throughout the literature as scholars have indicated that students are often incapable of success if they are not able to aptly move past anxious feelings (Muris & Meesters, 2002;Moran, 2016). In navigating their academic and social responsibilities, students recognized that a lot is being asked of them which for a middle school student presents a host of unknown barriers that often hamper their success and well-being.…”

Section: Overarching Test Anxietymentioning

confidence: 90%

“…The data found from quantitative and qualitative analysis revealed that students exhibit recognizable levels of anxiety towards high-stakes testing. The existing literature on high-stakes testing supports this finding in that the empirical literature available on testing shows how placing an emphasis on testing within the K-12 educational system provides an undue level of anxiety that does not promote practices representative of teaching to the whole child (Onosko, 2011;Moran, 2016). The findings of this study suggested that with its limited sample size, the mindfulness curriculum employed at the research site did not effectively reduce test anxiety of the research participants.…”

Section: Implications For Researchmentioning

confidence: 95%

“…The crippling effect of anxiety also affects middle students' ability to effectively access knowledge and perform at high academic levels (Muris & Meesters, 2002). The presence of anxiety within middle school aged children limits their ability to think effectively and clearly (Moran, 2016). As students exhibit feelings of test anxiety they are less likely to experience success on exams because the cognitive block limits their ability to perform well (Wood, Hart, Little, & Phillips, 2016).…”

Section: Impact On Studentsmentioning

confidence: 99%

“…Future impact to individual students. Student test anxiety can limit the ability of a student to effectively think (Moran, 2016). This has major implications for a child's potential to do well on a high-stakes test.…”

Section: Impact On Studentsmentioning

confidence: 99%

See 4 more Smart Citations

Exploring the efficacy of mindfulness on regulating the emotional state of middle school students during the high-stakes testing era

Maré¹

View full text Add to dashboard Cite

Section: High Stakes Testing and Anxietymentioning

confidence: 89%

Section: Overarching Test Anxietymentioning

confidence: 90%

Section: Implications For Researchmentioning

confidence: 95%

Section: Impact On Studentsmentioning

confidence: 99%

Section: Impact On Studentsmentioning

confidence: 99%

See 3 more Smart Citations

Exploring the efficacy of mindfulness on regulating the emotional state of middle school students during the high-stakes testing era

Maré¹

View full text Add to dashboard Cite

Teacher experience and students' mental well‐being

Shin

2023

Journal of Adolescence

View full text Add to dashboard Cite

IntroductionThe purpose of this study is to investigate the relationship between homeroom teachers' experience and students' mental well‐being, in addition to examining the underlying mechanisms that can explain the relationship.MethodsSecondary data from the Gyeonggi Education Panel Study was used. The analysis included 3002 fourth graders and 3090 first‐year middle school students in Gyeonggi province in South Korea, and the quasi‐random assignment of students into classrooms in South Korea was used. The level of students' mental well‐being was used as an outcome, and homeroom teachers' experience was used as an independent variable. Students' perception of their homeroom teachers' teaching skills and teachers' self‐perceived capacity for understanding students' behaviors were used for mechanism analyses.ResultsStudents assigned to homeroom teachers with less than 5 years of experience had lower mental well‐being than those assigned to more experienced homeroom teachers. Mechanism analyses revealed that teachers who had more than 5 years of experience were more confident about understanding their students than those who had less than 5 years of experience.ConclusionsHomeroom teachers' experience is highly associated with students' mental well‐being. To promote students' mental well‐being, deeper understanding of the relationship between teachers' experience and students' mental well‐being is necessary.

show abstract

The Effects of Cognitive Behavioral Group Therapy on Anxiety and Emotion Regulation in Thai Middle School Students

Chonthannathi

Pisitsungkagarn

Jurukasemthawee

2022

Int J Adv Counselling

View full text Add to dashboard Cite

This quasi-experimental study examined the effects of Cognitive Behavioral Group Therapy (CBGT) in alleviating anxiety and enhancing emotion regulation in community-sample Thai middle school students. Forty-seven community-sample students in Grades 7–9 with elevated SCARED scores participated in this pre-post treatment–control study. Twenty-three in the treatment group attended the eight-session 2-hour semi-weekly CBGT. The remaining were the control group. Before and after the intervention, the participants completed the measures of anxiety and emotion regulation. Data obtained were subsequently analyzed using repeated-measures and between-groups MANOVAs. At post-intervention, the treatment group reported a significant decrease in anxiety but a significant increase in emotion regulation. Furthermore, when compared with the control group, their anxiety score was significantly lower but their emotion regulation score was significantly higher, respectively. Findings supported the benefits of CBGT in reducing anxiety in Thai middle school students and in enhancing their emotion regulation skills. Therapeutic implications for anxiety reduction were discussed.

show abstract

Anxiety in the classroom: Implications for middle school teachers

Cited by 5 publications

References 16 publications

Exploring the efficacy of mindfulness on regulating the emotional state of middle school students during the high-stakes testing era

Exploring the efficacy of mindfulness on regulating the emotional state of middle school students during the high-stakes testing era

Teacher experience and students' mental well‐being

The Effects of Cognitive Behavioral Group Therapy on Anxiety and Emotion Regulation in Thai Middle School Students

Contact Info

Product

Resources

About