scholarly journals Child Anxiety Profiles in Chilean Elementary School Students and Academic Self-Attributions in Mathematics

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110613
Author(s):  
Aitana Fernández-Sogorb ◽  
Nelly G. Lagos-San Martín ◽  
Ricardo Sanmartín ◽  
María Vicent
Keyword(s):  
Attributional Style ◽  
Latent Class ◽  
Child Anxiety ◽  
School Type ◽  
Analog Scale ◽  
High Anxiety ◽  
School Students ◽  
Anxiety Levels ◽  
External Causes ◽  
Practical Implications

The present study had a dual objective: to verify the existence of profiles of anxious students and to relate the possible profiles with causal self-attributions in the area of mathematics. The sample consisted of 1,730 Chilean children from 9 to 11 years old ( M = 10.05; SD = 1.03). The Visual Analog Scale for Anxiety-Revised and the Sydney Attribution Scale were administered. Four profiles were found by using the latent class analysis: Low Anxiety, Moderate Anxiety, Moderate Anxiety School-type and High Anxiety. The High Anxiety profile tended to attribute its failures more to ability and effort. However, the Moderate Anxiety School-type group showed a greater tendency to attribute its failures to external causes and its successes to effort. The practical implications of these findings for improving the attributional style and the anxiety levels of each profile are discussed.

scholarly journals Attributional Style in Mathematics across Anxiety Profiles in Spanish Children

2020 ◽  
Vol 12 (3) ◽  
pp. 1173 ◽  
Author(s):  
Aitana Fernández-Sogorb ◽  
María Vicent ◽  
Carolina Gonzálvez ◽  
Ricardo Sanmartín ◽  
Antonio Miguel Pérez-Sánchez ◽  
...  
Keyword(s):  
Attributional Style ◽  
Latent Class ◽  
Child Anxiety ◽  
School Type ◽  
High Anxiety ◽  
Analysis Technique ◽  
Anxiety Levels ◽  
External Causes ◽  
Person Centered Approach ◽  
Practical Implications

This research aimed to examine the relation between child anxiety and causal attributions in mathematics using a person-centered approach. The Visual Analogue Scale for Anxiety-Revised and the Sydney Attribution Scale were administered to 1287 Spanish students aged 8 to 11 (M = 9.68, SD = 1.20); 49.4% were girls. Four child anxiety profiles were obtained by the latent class analysis technique: Low Anxiety, Moderate Anxiety, High Anxiety, and Low Anxiety School-type. The four anxious groups significantly differed in all attributions of failure and in attributions of success to ability and effort, with effect sizes ranging from small to large (d = 0.24 to 0.99). The group with the highest anxiety levels attributed its failures more to the lack of ability and effort, and less to external causes. This group attributed its successes less to ability and effort. However, the Low Anxiety School-type group attributed its failures more to external causes and its successes more to ability and effort. The practical implications of these findings suggest that applying cognitive-behavioral programs for anxiety with a component of attribution retraining could be useful to improve both anxiety levels and the maladaptive attributional pattern of each child anxiety profile.

scholarly journals Deskripsi Kemampuan Pemecahan Masalah Trigonometri Ditinjau dari Tipe Kepribadian dan Tingkat Kecemasan Belajar Siswa Kelas X SMA Negeri 6 Makassar

2018 ◽  
Vol 6 (2) ◽  
pp. 158
Author(s):  
Kasriana Kasriana ◽  
Rasid Ode
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Sufficient Conditions ◽  
Relevant Information ◽  
Necessary Condition ◽  
Planning Problem ◽  
High Anxiety ◽  
School Students ◽  
Anxiety Levels ◽  
To Receive

Abstrak Penelitian ini bertujuan untuk mendeskripsikan siswa SMA dalam memecahkan masalah berdasarkan tipe kepribadian dan tingkat kecemasan belajar. Subjek penelitian ini adalah siswa kelas X SMA Negeri 6 Makassar dengan cara stratified sampling. Hasil penelitian menunjukan bahwa:(1) dalam memahami masalah, siswa tipe idealist tingkat kecemasan tinggi tidak menuliskan syarat cukup dan syarat perlu; (2) dalam membuat rencana pemecahan masalah, siswa mampu dalam menentukan informasi yang relevan untuk menyelesaikan soal; (3) dalam melaksanakan rencana pemecahan masalah, siswa mengerjakan soal sesuai dengan langkah pemecahan masalah. (1) dalam memahami masalah, Subjek idealist dengan tingkat kecemasan rendah mampu menuliskan apa yang diketahui dan apa yang ditanyakan; (2) dalam membuat rencana pemecahan masalah, siswa mampu mengaitkan antara hal yang diketahui dan hal yang ditanyakan; (3) dalam melaksanakan rencana pemecahan masalah, siswa menggunakan langkah-langkah yang telah disusun. (1) dalam memahami masalah, siswa tipe rational dengan tingkat kecemasan tinggi tidak menuliskan syarat cukup dan syarat perlu; (2) dalam membuat rencana pemecahan masalah, siswa mampu menerima informasi yang digunakan untuk menentukan rumus. (3) dalam melaksanakan rencana pemecahan masalah, siswa mampu menyelesaikan soal sesuai strategi yang telah dirancang. (1) dalam memahami masalah, siswa tipe rational dengan tingkat kecemasan rendah tidak menuliskan syarat cukup dan syarat perlu; (2) dalam membuat rencana pemecahan masalah, siswa mampu mengaitkan informasi yang ada pada soal; (3) dalam melaksanakan rencana pemecahan masalah, siswa mampu menggunakan langkah-langkah secara benar. Kata kunci: Pemecahan masalah, tipe kepribadian, kecemasan belajar Abstract This study aimed to describe the high school students in solving problems based on personality types and levels of anxiety learn. The subjects were students of class X SMA 6 Makassar with stratified sampling.The results showed that: (1) in understanding the problem, studentstype of idealist high anxiety levels did not write sufficient conditions and a necessary condition; (2) in planning problem solving, students are able to determine the relevant information to solve problems; (3) in carrying out the plan of solving the problem, the students do the problems in accordance with the troubleshooting steps. (1) in understanding the problem, subject idealist with low anxiety level is able to write what is known and what is being asked; (2) in planning problem solving, students are able to find connections between things that are known and things that were asked; (3) in carrying out the plan of solving the problem, the students use the steps that have been prepared. (1) in understanding the problem, students rational types with high anxiety levels did not write sufficient conditions and a necessary condition; (2) in planning problem solving, students are able to receive the information used to determine the formula. (3) in carrying out the plan of solving the problem, students are able to solve problems that have been designed in accordance strategy. (1) in understanding the problem, students rational types with low anxiety levels did not write sufficient conditions and a necessary condition; (2) in planning problem solving, students are able to associate the information on the matter; (3) in carrying out the plan of solving the problem, students are able to use the steps correctly

Trajectories and predictors of anxiety symptoms during pregnancy in an Australian sample

2020 ◽  
Vol 54 (12) ◽  
pp. 1173-1181
Author(s):  
Kirupamani Viswasam ◽  
David Berle ◽  
Vladan Starcevic
Keyword(s):  
Pregnant Women ◽  
Anxiety Symptom ◽  
Latent Class ◽  
First Trimester ◽  
Anxiety Symptoms ◽  
Self Report ◽  
Early Assessment ◽  
High Anxiety ◽  
Symptom Trajectories ◽  
Anxiety Levels

Background: There is a growing realisation that anxiety symptoms and disorders during pregnancy are associated with various negative outcomes. The aims of this study were to identify latent classes of anxiety symptom trajectories during pregnancy, compare anxiety levels between pregnancy trimesters and ascertain the predictors of anxiety symptom trajectories. Methods: Two hundred pregnant women in their first trimester who attended obstetric clinics at the local hospital were recruited. Three self-report questionnaires assessing anxiety levels were administered at three time points during pregnancy. Latent class growth analysis was used to identify anxiety symptom trajectories, and logistic regression analysis was performed to ascertain the predictors of latent class membership. Results: Data for analyses were available for 188 women. Two anxiety symptom trajectories were identified: a ‘high-anxiety’ trajectory (13.3% of participating women) and ‘low-anxiety’ trajectory (86.7%). This finding was consistent across all the anxiety measures used in the study. Overall, anxiety levels gradually decreased during pregnancy, with a significant decrease between the first and second trimesters on some measures. Past mental disorders and significant stressors in the preceding 6 months predicted membership in the ‘high-anxiety’ trajectory group. Conclusions: These findings support an early assessment of anxiety in pregnant women. If untreated, a high level of anxiety in the first trimester is likely to persist throughout pregnancy, although it may decrease somewhat. An early recognition of pathological anxiety during pregnancy allows its timely treatment and prevention of unfavourable outcomes.

scholarly journals DESCRPTION OF TRIGONOMETRY PROBLEM SOLVING ABILITIES BASEN ON PERSONALITY TYPE AND MATHEMATICS LEARNING ANXIETY LEVELS OF THE STUDENT AT SMAN 6 MAKASSAR

2019 ◽  
Vol 7 (1) ◽  
pp. 91
Author(s):  
Kasriana Kasriana ◽  
Rasid Ode
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Mathematics Learning ◽  
Sufficient Conditions ◽  
Relevant Information ◽  
Necessary Condition ◽  
Planning Problem ◽  
High Anxiety ◽  
School Students ◽  
Anxiety Levels

This study aimed to describe the high school students in solving problems based on personality types and levels of anxiety learn. The subjects were students of class X SMA 6 Makassar with stratified sampling.The results showed that: (1) in understanding the problem, studentstype of idealist  high anxiety levels did not write sufficient conditions and a necessary condition; (2) in planning problem solving, students are able to determine the relevant information to solve problems; (3) in carrying out the plan of solving the problem, the students do the problems in accordance with the troubleshooting steps. (1) in understanding the problem, subject idealist with low anxiety level is able to write what is known and what is being asked; (2) in planning problem solving, students are able to find connections between things that are known and things that were asked; (3) in carrying out the plan of solving the problem, the students use the steps that have been prepared. (1) in understanding the problem, students rational types with high anxiety levels did not write sufficient conditions and a necessary condition; (2) in planning problem solving, students are able to receive the information used to determine the formula. (3) in carrying out the plan of solving the problem, students are able to solve problems that have been designed in accordance strategy. (1) in understanding the problem, students rational types with low anxiety levels did not write sufficient conditions and a necessary condition; (2) in planning problem solving, students are able to associate the information on the matter; (3) in carrying out the plan of solving the problem, students are able to use the steps correctly

scholarly journals Attitudes towards math in primary school students: Differences depending on the grade and gender

2016 ◽  
Vol 6 (2) ◽  
pp. 119-132
Author(s):  
Antonio Valle ◽  
Bibiana Regueiro ◽  
Isabel Piñeiro ◽  
Benigno Sánchez ◽  
Carlos Freire ◽  
...  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Perceived Competence ◽  
Primary School Students ◽  
School Students ◽  
Grade 5 ◽  
Anxiety Levels ◽  
And Gender ◽  
Negative Feelings

The main aim of this study is to check whether there are differences in some variables related to attitudes towards math in primary school students according to the course and gender. The sample consists of 897 students of the fifth and sixth year of primary education (50.2% boys and 49.8% girls). The results indicate that the boys, compared to girls, have a higher perceived competence in math, they are more intrinsically motivated extrinsic and exhibit lower levels of anxiety. As for the differences in terms of this variable, the results indicate that students in grade 5 have a higher perceived competence for math, perceive most useful, are more intrinsically motivated to this subject and show anxiety levels and some negative feelings toward the lower than grade 6. Therefore, girls show a "profile" of less adaptive than men conditions, both in terms of their perceived competition as their motivation towards math and also in terms of the emotions associated with this matter. As for the differences depending on the course, students from grade 5 are those with a much more positive attitudinal and motivational conditions than grade 6.

scholarly journals Household Chores or Play Outdoors? The Intersecting Influence of Gender and School Type on Physical Activity Among Indian Adolescents

2020 ◽  
Vol 47 (5) ◽  
pp. 682-691
Author(s):  
Ilana G. Raskind ◽  
Shailaja S. Patil ◽  
Nikhil Tandon ◽  
Sharanya Thummalapally ◽  
Michael R. Kramer ◽  
...  
Keyword(s):  
Physical Activity ◽  
Confidence Interval ◽  
Private School ◽  
Rate Ratio ◽  
School Type ◽  
School Students ◽  
Public And Private ◽  
Active Time ◽  
Public School Students ◽  
Indian Adolescents

Most Indian adolescents, particularly girls and private school students, do not engage in sufficient physical activity (PA). Current understanding of these sociodemographic differences is limited by a focus on exercise, which may not fully capture PA in developing countries. We examined how gender and school type are associated with multiple PA domains and whether associations with gender differ by school type. We randomly selected an equal number of girls and boys (ages 13-16 years) from public and private schools in Southern India ( n = 395). Cross-sectional 24-hour time-use surveys measured PA, which was categorized into three domains: chores, errands, and work; play; and transportation. Negative binomial and logistic regression modeled relative differences in domain-specific PA minutes and the probability of engaging in ≥60 minutes of moderate-to-vigorous PA (MVPA), respectively, in the prior 24 hours. Girls and boys were equally likely to meet MVPA recommendations. However, girls spent twice as much active time completing chores, errands, and work (rate ratio = 1.98, 95% confidence interval = [1.32, 2.98]), while boys spent twice as much active time playing (rate ratio = 2.11, 95% confidence interval = [1.23, 3.62]). Public and private school girls spent more active time in chores, errands, and work than boys; however, gender differences were greater among public school students ( p value for interaction <.05). Although comparable MVPA levels for girls and boys are beneficial for physical health, girls may gain fewer cognitive, social, and emotional benefits associated with play. Additional research may clarify why the gendered burden of household responsibilities was greater among public school students. School-based programs to engage girls in active play may help reduce inequities.

scholarly journals Co-occurrence subgroups of child sexual abuse, health risk behaviors and their associations among secondary school students in China

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yan Zhang ◽  
Xiayun Zuo ◽  
Yanyan Mao ◽  
Qiguo Lian ◽  
Shan Luo ◽  
...  
Keyword(s):  
Sexual Abuse ◽  
Child Sexual Abuse ◽  
Secondary School ◽  
Health Risk ◽  
Risk Behaviors ◽  
Latent Variable ◽  
Secondary School Students ◽  
Latent Class ◽  
Computer Assisted ◽  
School Students

Abstract Background Little is known on the co-occurrence and heterogeneity of child sexual abuse (CSA) or health risk behavior (HRB) prevalence nor the associations among the victims. Objectives To detect the prevalence and subgroups of adolescents reporting CSAs or HRBs, and to examine the association between the subgroups. Methods Participants were secondary school students in a national survey in China (N = 8746). Self-reported CSA and HRB experiences were collected through a computer assisted questionnaire. Prevalence and confidence intervals were calculated. Multigroup latent class analysis (LCA) was used to examine latent subgroups of CSA and HRB. Dual latent class regression analysis was used to examine the association between CSA and HRB classes. Results A total of 8746 students participated in our study. The prevalence of having ever experienced any of the reported seven CSA items was 12.9%. The preferred LCA model consisted of a three-class CSA latent variable, i.e. “Low CSAs”(95.7% of the total respondents), “Verbal or exhibitionism CSAs”(3.3%), and “high multiple CSAs” (1.1%); and a three-class HRB latent variable, i.e. “Low HRBs”(70.5%), “externalizing HRBs” (20.7%), and “internalizing HRBs” (8.7%). Students in the “Verbal or exhibitionism CSAs” or “high multiple CSAs” classes had higher probabilities of being in “externalizing HRBs” or “internalizing HRBs” classes. The probabilities were higher in “high multiple CSAs” class(male externalizing OR 4.05, 95%CI 1.71–9.57; internalizing OR 11.77, 95%CI 4.76–29.13; female externalizing OR 4.97, 95%CI 1.99–12.44; internalizing OR 9.87, 95%CI 3.71–26.25) than those in “Verbal or exhibitionism CSA”(male externalizing OR 2.51, 95%CI 1.50–4.20; internalizing OR 3.08, 95%CI 1.48–6.40; female externalizing OR 2.53, 95%CI 1.63–3.95; internalizing OR 6.05, 95%CI 3.73–9.80). Conclusions Prevalence of CSA items varies. Non-contact CSAs are the most common forms of child sexual abuse among Chinese school students. There are different latent class co-occurrence patterns of CSA items or HRB items among the respondents. CSA experiences are in association with HRB experiences and the associations between latent classes are dose-responded. Multi-victimization has more significantly negative effects. The results could help identify high-risk subgroups and promote more nuanced interventions addressing adverse experiences and risk behaviors among at-risk adolescents.

scholarly journals Gender, Anxiety, and Legitimation of Violence in Adolescents Facing Simulated Physical Aggression at School

2021 ◽  
Vol 11 (4) ◽  
pp. 458
Author(s):  
Marina B. Martínez-González ◽  
Yamile Turizo-Palencia ◽  
Claudia Arenas-Rivera ◽  
Mónica Acuña-Rodríguez ◽  
Yeferson Gómez-López ◽  
...  
Keyword(s):  
Middle School Students ◽  
Gender Stereotypes ◽  
Educational Interventions ◽  
Peer Aggression ◽  
School Students ◽  
Supportive Behaviors ◽  
Violent Behaviors ◽  
Anxiety Levels ◽  
Female Teenagers ◽  
Categorical Scale

We analyzed gender and anxiety differences in middle school students facing a physical peer aggression situation. The participants were 1147 adolescents aged between 12 and 18 years (male: n = 479; female: n = 668) who watched a 12 s animation representing the situation and filled out a questionnaire to analyze the legitimation of violent behaviors and anxiety levels. We registered their decisions to solve the situation using a categorical scale that included assertive, avoidant, aggressive, submissive, and supportive behaviors. Gender was not associated with the adolescent’s behaviors in facing a simulated peer aggression situation. However, male teenagers tended to perceive adults as sanctioners and neutrals; those who used the diffusion of responsibility and dehumanization to justify their behavior also showed a higher state of anxiety. Female teenagers who expected legitimation from their peers, presented higher anxiety as well. Educational interventions may use these results, helping adolescents to understand that their acts have substantial implications in the lives of others. It is essential to develop group interventions that modify how adolescents manage their conflicts and change gender stereotypes that significantly impact health. We highlight the need for linking families in educational programs facing the challenges of transforming the legitimization of violence in parental practices.

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