Teasing Apart the Effect of Depression Specific and Anxiety Specific Symptoms on Academic Outcomes

Gorman, Ellen L.; Burke, Hugh H.; Rubino, Laura G; Vargas, Iván; Haeffel, Gerald J.

doi:10.17759/cpse.2020090307

Cited by 12 publications

(6 citation statements)

References 31 publications

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“…On average, characteristics of school wellbeing are most pronounced within the system of relations (with teachers and peers), attitudes towards academic work. These findings are consistent with research findings [ 54 , 55 ] that identify social factors of adolescents’ school wellbeing and the importance of emotional self-regulation factors [ 44 ]. Intrinsic motivation for academic work, lack of fear of external evaluation and negative consequences also play a significant role in school adaptation [ 56 ].…”

Section: Discussionsupporting

confidence: 92%

“…The school wellbeing of junior adolescents forms a complex structure that includes cognitive, personal, emotional, social, and psychophysiological characteristics of school life. Previous studies have shown that the ability of a teenager to cope with emotional problems plays an important role in school wellbeing [ 44 ], as well as the ability to set up relationships with other people [ 14 ], sufficient development of cognitive functions (memory, attention, thinking) [ 45 ]. Thus, this study assumes that the more these characteristics are developed, the higher rate of school wellbeing can be observed .…”

Section: Purpose and Hypothesesmentioning

confidence: 99%

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The Role of Junior Adolescents’ School Well-Being/Ill-Being Characteristics in School Anxiety Variations

Shamionov

Grigoryeva

Sozonnik

et al. 2021

EJIHPE

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Difficulties that junior adolescents (aged 11–13 years old) experience in terms of academic adaptation, which are indicated through school anxiety and academic wellbeing characteristics, often lead to a dramatic decrease in academic performance, behavioral problems, and deterioration of their health. The purpose of this investigation is to determine the structure of characteristics of school wellbeing/ill-being of junior adolescents and their role in variations of school anxiety, which largely define academic adaptation. In this study, based on positive psychology and a systematic approach, the level of distinctiveness of characteristics of school wellbeing is carried out with the help of comparative analysis; the factor structure of these characteristics is identified; the characteristics of wellbeing and their coordinated combinations (factors) are determined as predictors of school anxiety. The sample consisted of 120 students of the 5th–7th grades, aged M = 11.5; SD = 1.04 (49.2% girls, 50.8% boys) who attended Saratov secondary schools. To study the level of school anxiety, we used the Philips’ School Anxiety Scale (SAS), and indicators of school wellbeing were measured with the original scales developed by the authors of the study. Statistical processing of the results was carried out with regression analysis and factor analysis. The results showed that the school wellbeing of junior adolescents forms a complex structure that includes cognitive, personal, emotional, social, and psychophysiological characteristics of school life. It was found that from 16% up to 53% of the deviation of variables characterizing school anxiety is conditioned by the assessment of variables characterizing emotional states, the ability of self-regulation, cognitive capabilities, and interest in learning. The study determined a high level of tension in adolescents in the field of emotions’ self-regulation, unpleasant physical sensations at school, before and after attending school, in the course of planning their school day and reflecting on educational activities. The most powerful factors of school anxiety in junior adolescents are physical distress, low ability to self-regulate and social adaptation, lack of independence in a learning activity, and personal immaturity.

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Section: Discussionsupporting

confidence: 92%

Section: Purpose and Hypothesesmentioning

confidence: 99%

The Role of Junior Adolescents’ School Well-Being/Ill-Being Characteristics in School Anxiety Variations

Shamionov

Grigoryeva

Sozonnik

et al. 2021

EJIHPE

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“…При этом S. Bücker с соавторами отмечает, что связь между успеваемостью в школе и психологическим благополучием школьников оказывается достаточно слабой [25]. В то же время E. L. Gorman с соавторами отмечена обратная связь: депрессия и тревожность, выступающие в качестве симптомов психологического неблагополучия, могут оказывать негативное влияние на успеваемость школьников [26]. Д. А. Леонтьев, Е. Н. Осин и др.…”

Section: обзор теоретических источниковunclassified

Characteristics of school well-being and anxiety in adolescents with disabilities

et al. 2022

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Introduction. The study of the problem of school well-being and anxiety of adolescents with and without disabilities is of fundamental importance for the psychological support of the process of academic adaptation.Aim. The present research aimed to conduct a comparative analysis of the characteristics of school well-being and school anxiety as the main indicators of academic adaptation of young adolescent schoolchildren with disabilities.Methodology and research methods. The authors used a questionnaire aimed at identifying the main demographic indicators; the Phillips test aimed at assessing the main indicators of school anxiety: general anxiety, social stress, frustration of success, fear of self-expression, fear of testing knowledge, fear of not meeting expectations, low resistance to stress, problems in relationships with teachers; original scales for assessing indicators of school well-being, including the areas of relationships with classmates and teachers, self-assessment of educational activities, educational motivation, self-regulation of emotional states. The use of the subject approach in the study allowed the authors to identify the subject (emotional-regulatory) factors of school well-being and to determine the ways of psychological support for the academic adaptation of adolescents with disabilities. The study involved 120 primary young adolescent schoolchildren (46.7% girls, 53.3% boys) enrolled in general education schools and in schools that offer adaptive learning programmes.Results. The authors found out that well-being indicators, which characterise interpersonal relationships, satisfaction with learning, and motivation for achievements, unpleasant physical sensations, are higher in adolescents with disabilities. The ability to be insistive and to have a differentiated attitude to lessons is an external negative motivation for learning in relatively healthy adolescents. Higher indicators of school anxiety of relatively healthy students reflect increased psychological tension in the conditions of general education schools and there is the need for special organisational and content changes in schools to create a real inclusive environment. The confirmatory model of school well-being indicators reflects three important aspects of it: “Self-organisation based on reflection”, “Ability to emotional self-regulation” and “Positive school motivation”.Practical significance of the current research lies in the possibility of using its results to optimise the process of academic adaptation of adolescents and to specify the principles of inclusive education in accordance with the specifics of adolescents’ school well-being and school anxiety.

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“…Although clinical practice stress is seen at every stage of nursing education, there are studies reporting that the stress level experienced in the first clinical practice is higher than the stress level experienced in later periods in the clinic (Karaca et al, 2017; Kartal & Yazıcı, 2017). Experiencing low‐level stress can improve skills such as focusing, learning, and problem‐solving; however, an increase in stress levels and the time exposed to stress causes difficulties in learning, understanding, concentration, and problem‐solving (Gorman et al, 2020; Sharma, 2018). The literature has also reported that the academic achievement of students with high‐stress levels is negatively affected by this situation (Karaca et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Clinical‐practice stress levels and factors affecting these on first‐year nursing students

Yılmaz

Yıldız

Lafçı

2022

Perspect Psychiatric Care

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This study aimed to determine the stress levels of first-year nursing students end of the first day of clinical practice and the factors affecting these.Design and Methods: This was a descriptive and cross-sectional study. A student information form and the clinical stress questionnaire (CSQ) were used to collect the research data. Findings:The average CSQ score of the students was 23.57 ± 8.35 and it was determined that the students experienced below-average stress.Practice Implications: In line with the results obtained from the study, it was observed that the student's CSQ scores at the end of the first day of clinical practice were below average, and their biggest fear about clinical practice was that they would harm the patient.

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Teasing Apart the Effect of Depression Specific and Anxiety Specific Symptoms on Academic Outcomes

Cited by 12 publications

References 31 publications

The Role of Junior Adolescents’ School Well-Being/Ill-Being Characteristics in School Anxiety Variations

The Role of Junior Adolescents’ School Well-Being/Ill-Being Characteristics in School Anxiety Variations

Characteristics of school well-being and anxiety in adolescents with disabilities

Clinical‐practice stress levels and factors affecting these on first‐year nursing students

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