Faculty Opinions recommendation of Effectiveness of mindfulness-based stress reduction on emotion regulation and test anxiety in female high school students.

2018 ◽  
Author(s):  
José Menchon
Keyword(s):  
High School ◽  
Emotion Regulation ◽  
High School Students ◽  
Test Anxiety ◽  
Stress Reduction ◽  
School Students ◽  
Female High School ◽  
Mindfulness Based Stress Reduction

scholarly journals Strategies for Remediating Anxiety in High School Math

2017 ◽  
Author(s):  
Rachel Pizzie ◽  
David Kraemer
Keyword(s):  
High School ◽  
Emotion Regulation ◽  
High School Students ◽  
Test Anxiety ◽  
Study Skills ◽  
Math Anxiety ◽  
School Students ◽  
Performance Deficits ◽  
High School Math ◽  
Two Samples

Anxiety associated with academic tasks, including test anxiety and math anxiety, creates significant impediments for students to fulfill their potential in classes such as mathematics. Test anxiety has been characterized by intrusive and distracting thoughts, and is also associated with maladaptive study skills, such as procrastination. To combat these behaviors, we introduced two interventions into two samples of high school math classrooms: one intervention focused on regulating anxiety using cognitive reappraisal, and the other encouraged students to improve their study habits. Students in the study skills (SS) intervention increased their grades during the intervention quarter, whereas students in the emotion regulation (ER) intervention were unaffected by the intervention. Across two samples of high school students, the SS intervention encouraged even the most anxious students to incorporate self-testing and overcome avoidant behaviors, ameliorating the performance deficits associated with increased anxiety. Notably, the SS intervention was most effective for students who habitually engaged in emotion regulation strategies. This strategy results in better performance, allowing students who are challenged by feelings of anxiety to reach their potential.

Test Anxiety in Potential First-Generation Students: A Longitudinal Examination of the Role of Psychological Needs

2020 ◽  
Vol 14 (2) ◽  
pp. 33-49
Author(s):  
Natalie Spadafora ◽  
Emily L. Murphy ◽  
Danielle S. Molnar ◽  
Dawn Zinga
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
First Generation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Report ◽  
First Generation Students ◽  
School Students ◽  
Post Secondary

It is estimated that 15-22% of students have high levels of test anxiety (von der Embse, Jester, Roy, & Post, 2018), which can be associated with greater academic stress and poorer educational performance (e.g., Steinmayr, Crede, McElvany, & Withwein, 2016). First-generation students (where neither parent has completed post-secondary education) are a critical group to study given that they are at higher risk for poorer educational attainment and being unsuccessful at the post-secondary level. Therefore, the purpose of this study was to examine the link between basic psychological needs and test anxiety in a sample of first-generation Ontario high school students across two points in time (N = 147;  Mage = 14.82, SD = 1.28). Self-report data was collected as a part of an on-going longitudinal study focusing on students attending a high school with specialized programming to enhance the transition to post-secondary institutions. Results from cross-lagged path analyses indicated that being older, female, and having higher levels of needs frustration significantly predicted higher levels of test anxiety over time within this sample. Our results highlight important educational implications, emphasizing the importance of fostering classroom environments where students perceive their psychological needs to be met, particularly within this unique population of students.

scholarly journals Self-efficacy of osteoporosis preventive behaviors and its predictors in Iranian adolescents

2018 ◽  
Vol 0 (0) ◽  
Author(s):  
Fatemeh Ghelichkhani ◽  
Mojgan Mirghafourvand ◽  
Elahe Bahrami-Vazir ◽  
Esmaeil Vali ◽  
Azam Mohammadi
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
General Linear Model ◽  
The Self ◽  
Preventive Behaviors ◽  
School Students ◽  
Osteoporosis Knowledge ◽  
The Mean ◽  
Female High School

AbstractIntroductionAlmost all the bone mass in females is accumulated during adolescence and especially in the years immediately following menstruation. Self-efficacy plays an important role in moderating the relationship between knowledge and behavior. This study aimed to determine the self-efficacy of osteoporosis preventive behaviors and its predictors in female high school students.MethodologyThis descriptive-analytical cross-sectional study was conducted on 330 female high school students in Saveh, Iran during 2016–2017. A two-stage cluster sampling method was used to select the participants. Data were collected using a socio-demographic questionnaire, the Osteoporosis Knowledge Test (OKT) and the Osteoporosis Self-Efficacy Scale (OSES). A general linear model was used to determine the self-efficacy predictors of osteoporosis preventive behaviors.ResultsThe mean [standard deviation (SD)] of the total OKT score was 11.08 (4.08) of attainable range from 0 to 32. The mean (SD) of the total OSES score was 121.97 (37.36) of attainable range from 0 to 200. The mean (SD) of the exercise and calcium subscales of OSES were 58.39 (22.56) and 63.57 (21.02), respectively. There were significant relationships between the total OKT score with the total OSES score (r = 0.16, p = 0.003) and its subscales, including exercise (r = 0.16, p = 0.002) and calcium (r = 0.11, p = 0.03) scores. According to the adjusted general linear model, the variables of economic status, educational level and osteoporosis knowledge were predictors of the self-efficacy in the studied students.ConclusionFindings suggested that most of the students had moderate levels of knowledge and self-efficacy regarding osteoporosis preventive behaviors; therefore, improving the knowledge and self-efficacy of this group can play a significant role in promoting their health.

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