The Relationship of Anxiety, School Burnout and Well-Being in High School Students

Andriyani, Ayu; Himma, Amirah; Alizar, Siti; Amin, Zakki Nurul; Mulawarman, Mulawarman

doi:10.2991/ictte-17.2017.5

“…Andriyani et al [55] studied the well-being of students in Indonesia as a predictor of trait and state anxiety, as a result of generalized anxiety. The authors suggested that teachers and managers need to develop school programs that can improve students' well-being, providing new school activities and services that can make students feel comfortable and thrive in schools, preventing school dropout.…”

Section: Interpretation Of Results and Final Considerationsmentioning

confidence: 99%

Analysis of Well-Being and Anxiety among University Students

Lopes

¹

,

Chaves

²

,

Fabrício

³

et al. 2020

IJERPH

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This article aims to interrelate dimensions of the well-being validation instruments proposed by Watson, Clark and Tellegen (PANAS) with generalized anxiety dimensions proposed by Spitzer et al. (GAD-7) and state-trait anxiety inventories proposed by Biaggio and Natalício (IDATE), using partial least squares structural equation modeling (PLS-SEM), in the case of individual university students in southern Brazil and the city of Buenos Aires, Argentina. We conducted a behavioral study, characterized as exploratory-descriptive, by applying a questionnaire survey to collect data though face-to face interviews to a group of 460 university students from June to August 2019. A non-probabilistic sampling method for convenience was used, justified by the heterogeneous incidence of the participants. Our results support most of the proposed hypotheses. Only one hypothesis was rejected, i.e., that the Positive Affection Scale (WBS) is not related to the State Anxiety Inventory (IAE)—when a person is feeling in full activity, this situation does not affect the momentary state, characterized by tension, apprehension and by increased activity in the autonomic nervous system. In terms of the subjective well-being of students, 14.13% were found to have a low rating. 86.74% were found to have generalized anxiety; 75% had trait anxiety, and 80.22% had state anxiety. Our results indicate the need for preventive measures to minimize anxiety and help maintain necessary levels of well-being during this phase of academic development and when forging a professional career. It is expected that new studies will contribute to the advancement of such themes, particularly with university students.

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“…When someone enjoys being together with other students in the class, participating in class actively, and full of energy, it is proven to reduce academic anxiety when counseling practice. That is because positive attitudes towards other groups can support wellbeing and reduce anxiety [22,23].…”

Section: Discussionmentioning

confidence: 99%

Does Personality Predict Students' Academic Anxiety when Counseling Practice?

Kurniawan¹,

Zn²,

Nusantoro³

et al. 2019

Preprint

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Many factors are related to students' academic anxiety when learning in class. This research is based on the phenomenon of some students who have difficulty and anxiety in counseling practice classes. The focus of this study is to predict students' academic anxiety based on their personality traits. Ten Item Personality Inventory (TIPI) and Academic Test Anxiety (ATA) was administered to 103 counselors-in-training and analyzed using multiple regression. The results showed that only Extraversion (β = -0.21, p <0.05) and Emotional Stability (β = -0.33, p <0.01) were negative and significant predictors of student academic anxiety when counseling practice. This findings have implications to understanding personalities that are important for supporting professional development counselors.

show abstract

“…When someone enjoys being together with other students in the class, participating in class actively, and full of energy, it is proven to reduce academic anxiety when counseling practice. That is because positive attitudes towards other groups can support well-being and reduce anxiety [22,23].…”

Section: Discussionmentioning

confidence: 99%

Analysis of Students’ Academic Anxiety Through Personality Prediction in Counseling Practice

Kurniawan¹,

Mulawarman²,

Amin³

et al. 2019

Proceedings of the 5th International Conference on Education and Technology (ICET 2019)

0

View full text Add to dashboard Cite

Many factors are related to students' academic anxiety when learning in class. This research is based on the phenomenon of some students who have difficulty and anxiety in counseling practice classes. The focus of this study is to predict students' academic anxiety based on their personality traits. Ten Item Personality Inventory (TIPI) and Academic Test Anxiety (ATA) was administered to 103 counselors-in-training and analyzed using multiple regression. The results showed that only Extraversion (β = -0.21, p <0.05) and Emotional Stability (β = -0.33, p <0.01) were negative and significant predictors of student academic anxiety when counseling practice. This findings have implications to understanding personalities that are important for supporting professional development counselors.

show abstract

The Relationship of Anxiety, School Burnout and Well-Being in High School Students

Cited by 10 publications

References 17 publications

Analysis of Well-Being and Anxiety among University Students

Analysis of Well-Being and Anxiety among University Students

Does Personality Predict Students' Academic Anxiety when Counseling Practice?

Analysis of Students’ Academic Anxiety Through Personality Prediction in Counseling Practice

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