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Language learners' positive and negative emotions were integrated with their social anxiety and their suppression in technology-enhanced learning environments. A total of 878 Chinese English as a Foreign Language (EFL) learners participated in this study. They completed a Computer Technology Integration Questionnaire (CTIQ), an Emotion Regulation Questionnaire (ERQ), a Positive and Negative Affect Scale (PNAS) and a Social Interaction Anxiety Scale (SIAS). Results of SEM analysis indicated that while positive emotions were directly related to the learners' perceptions of technology-enhanced learning environments, their negative emotions adversely predicted their emotion regulation and their perceptions of technology integration. The outcomes confirmed that there were significant and positive relationships between Chinese EFL students' emotion regulation and their perceptions of technology-enhanced learning environments. The findings of the study suggest implications to reduce learners' anxiety and encourage them to use technology in their classrooms. This study is intended to enhance our understanding of positive and negative events in technology-enhanced learning environments.

The aim of our paper is to explore the predictor variables of autonomous use of technology (Benson, 2011) in relation to second language learning. To this end, we explored motivated learning behavior (Dörnyei & Ushioda, 2021), self-efficacy (Bandura, 1986) and several language learning-related emotions, such as enjoyment, pride, hope, curiosity, confusion, anxiety, shame, boredom, and apathy (Albert et al., 2021) in our quantitative study. Our research questions concerned the investigation of gender differences in addition to exploring relationships between the constructs analyzed. Our standardized questionnaire was completed by 1,152 secondary school students, 467 boys and 682 girls. Regression analysis results suggest that, in addition to motivation and self-efficacy, there are several emotions which significantly shape the autonomous use of technology related to language learning. Out of these, confusion (with a negative effect) and boredom (surprisingly with a positive effect) influence autonomy for all students, while pride and shame are significant only for boys and anxiety exclusively for girls. Our results have both theoretical and pedagogical implications. The findings concerning the individual difference variables tested contribute to the study of the complex interplay of these variables, and the pedagogical implications draw our attention to the important role of teachers in shaping emotions.

With the rapid advancement of information technologies, automated writing evaluation technologies have developed so fast that they can be applied to writing assessments. However, scanty studies have pooled the effects of automated writing evaluation on writing performance. Through a PRISMA protocol-based meta-analysis, this study concludes that automated writing evaluation technologies can significantly reduce anxiety such as writing anxiety and computer anxiety compared with those without the assistance of automated writing evaluation. Automated writing evaluation can also significantly improve writing motivation and second language (L2) writing skills. Educators and designers should highlight how to combine automated writing evaluation with human rating methods and maximize the improvements in L2 writing skills. In the future, artificial intelligence may be integrated into automated writing evaluation to develop advanced automated writing evaluation to address higher-level issues in writing practice.

Drawing upon Pekrun's (2006) control-value theory of achievement emotions, the present study explores the relations between online teaching factors (i.e., teachers' information and communications technology (ICT) competence and provision of structure) and students' control-value appraisals and achievement emotions (i.e., enjoyment, boredom, and anxiety) in an online foreign language learning context. Data were collected through semi-structured interviews with 12 international students and 6 teachers who were involved in a Chinese foreign language course delivered online during the coronavirus pandemic. Results from the thematic analysis showed that both students' and teachers' positive evaluations of teachers' ICT competence and provision of structure were associated with students' increased control beliefs and intrinsic value, but not necessarily with utility value. According to the participants, the two increased appraisals related to students' greater enjoyment and reduced feelings of boredom and anxiety during the online language learning process. Findings are discussed in light of the role of online teaching factors in shaping students' appraisals and emotional experiences in online environments, particularly during the coronavirus pandemic.

This research explored the impact of informal learning (IL) in primary music initial teacher training. A small group of undergraduate student teachers had an opportunity to learn about and facilitate an IL approach. Data were collected from interviews, participant reflective logs and researcher reflections. The findings show that perceived benefits included freedom for serendipity, pupil autonomy and aural learning; perceived tensions included student teacher anxiety and a lack of teacher control. The researchers propose two aspects for consideration: first, that language associated with IL has social meaning that must be updated; second, that while direct instruction remains at the heart of primary teacher education, IL can continue to be justified despite the current emphasis on direct explicit teaching.

This study aims to identify which factors predict psychological distress among international college students attending American universities. International students experience unique stressors, as well as bring with them their own enculturation: culture of origin identity, language, and competence when acculturating. To get a comprehensive picture, we collected survey data on demographics, acculturation, stress, anxiety, depression, and symptomatology from N = 146 college students (n = 51 international students; n = 95 U.S. citizens) from three universities in the southeastern United States. For international students, increased acculturation to the U.S. (English proficiency and culture competence) is related to decreased symptomatology and anxiety. Additionally, international students' competencies in culture of origin are significantly associated with competencies in U.S. acculturation. Regression analyses indicated that among international students, higher U.S. acculturation and lower stress, significantly predicted less anxiety; lower stress significantly predicted less symptomatology. Implications for higher education and future research are discussed.

Anxiety, an affective factor, is pivotal in language learners' success or failure. Findings pointed to its correlation with oral performance, test results, and language skills, namely listening and writing, but only a little with reading. At the current research site, a Vietnamese context, very little evaluation on reading anxiety in English foreign language learning could be found. Therefore, this investigation aimed to explore learners' English foreign language reading anxiety levels, reading techniques used, and the correlation between foreign language reading anxiety (FLRA) and reading strategies (RS). A cross-sectional survey was conducted on 324 university students (including 152 females and 172 males) in a private educational Vietnamese context with two main data-gathering instruments: the Foreign Language Reading Anxiety Scale (FLRAS) and Survey of Reading Strategies (SORS). Results revealed a moderate level of reading anxiety among 68.5% of respondents, while 31.4% had hi- and lo-anxiety levels with the same percentage of 15.7% each. Regarding reading techniques, Problem-Solving Strategies were found to be the most favorable, and those with lo-anxiety used strategic reading more regularly than the others (hi- and mid-anxiety level groups). When it comes to the correlation between FLRA and RS, a statistically negative correlation was found. It means FLRA could decrease when RS increases. Additionally, FLRA was negatively correlated with three RS subscales. Based on the findings, several pedagogical implications were also discussed.

COVID-19 pandemic has brought drastic and unprecedented challenges to the medical education and medical students, affecting them physically, mentally and emotionally. While progressing through the post-pandemic recovery phase, it is crucial to comprehensively evaluate the pandemic's consequences and tackle the underlying problems. To investigate the impact of COVID-19 pandemic on medical students' mental health, social well-being, and academic progression. A cross-sectional study was carried out with voluntary sampling of students from both government and private medical schools in Malaysia. A self-administered online survey form containing three validated psychological tools was distributed (Hospital Anxiety and Depression Scale HADS, Rosenberg Self-esteem Scale, NIH Toolbox Social Relationship Scales). There were also questions regarding the challenges faced by medical students and their academic performance during COVID-19 pandemic. Scores of each questionnaire were tabulated, analyzed and interpreted according to their specific cut-points. Two hundred and thirteen responses were received. 89.2% (n = 190) were domestic students while 10.8% (n = 23) were international students. Out of 32 medical universities in Malaysia, the participants were from 19 of them (9 public and 10 private universities). About half of the participants had contracted COVID-19 infection during the study period (n = 124, 58.2%). Majority had chosen "Lack of on-campus learning and training session causing incompetency" as the most relevant impact of COVID-19 on their academic progression (n = 85, 39.9%). Above 90% of participants passed their Final Academic Assessment in 2020 (91.5%) and 2021 (93.9%). About half of them (n = 86, 40.4%) were having symptoms considerable of anxiety while only 19.2% (n = 41) were having symptoms considerable of depression. Majority had normal self-esteem (n = 177, 83.1%). For social relationship, around two-third of them had great social support and companionship. However, more than half had social distress. The median for the period of time having absolute online classes, absolute physical classes and hybrid classes were 18, 4, and 9 months, respectively. Having absolute online classes of >18 months was associated significantly with higher perceived hostility (16.49 vs. 14.47, p = 0.012). In addition, being infected with COVID-19 was associated significantly with higher self-esteem (26.88 vs. 25.85, p = 0.009). Large proportion of students were affected by COVID-19 pandemic. Absolute online classes has huge impact on emotions of medical students especially from the aspect of perceived hostility. Hence, implementation of online medical education during COVID-19 era requires modifications and improvements.

Schools transitioned them from face-to-face to distance education to contain the COVID-19 pandemic. Principals faced extraordinary crises. Transitional management processes to distance education and outcomes are viewed from the perspective of 15 school principals of K-12 schools, selected through convenience sampling, within a qualitative research and single study design. Content analysis was used to analyze principals' responses. The themes and patterns that emerged were matched to the research aims, and a data-driven approach was used to interpret the results. The researchers generated and coded themes, which revealed that K-12 school principals managed the transition process through the effective use of technology, but experienced stress under intense pressure. These findings suggest significant changes in management processes by principals during the pandemic, despite additional stress from parent indifference, teachers' limited technological knowledge, unpreparedness to manage the process at schools. Infrastructure and practice were key variables for effective transition.

Multiple previous studies in language learning have examined the static effect of various independent variables on Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA), but little attention has been given to the dynamic features of these two learner emotions. The present study is based on a pseudo-longitudinal design to investigate the change of FLE and FLCA over time and their interplay with independent variables (learner-internal and teacher-centered variables) in a higher education context. A total of 288 English learners divided into three groups (undergraduates, master's students, and doctoral students) completed the FLE, FLCA, and NEO Five-Factor Inventory questionnaires. Statistical analyses showed that doctoral students and undergraduates reported higher levels of FLE, while master's students reported the highest levels of FLCA. Multiple regression analyses signified that FLE was jointly predicted by learner variables and teacher variables, whereas FLCA was solely predicted by learner variables, with attitude towards English identified as the best predictor for FLE, and Neuroticism as the strong predictor for FLCA in three groups. These results imply that levels of learner emotions and their interaction with predictor variables are dynamic in relation to learners' educational qualifications. It is thus recommended that teachers and educational institutions implement pertinent interventions to boost FLE and alleviate FLCA at different stages of higher education.

Academic libraries have conducted studies on the importance of the library research consultation (LRC) regarding student learning and the impact on academic success. While there is a robust literature examining library anxiety, no study has been designed to measure the impact of the library research consultation on stress. Researchers at a mid-sized midwestern Carnegie Research 2 institution analyzed 108 surveys administered before and after the consultation. Findings confirm the LRC improves perceived stress levels at the project and overall level. The overall stress change and project stress levels were lower during the COVID phase of the study.

Purpose: The "Fragile X Messenger Ribonucleoprotein-1 (FMR1)" premutation (FXpm) is a genetic variant that is common in the general population and is associated with health symptoms and disease in adulthood. However, poor understanding of the clinical phenotype during childhood has hindered the development of clinical practice guidelines for screening and intervention. Given that social communication difficulties have been widely documented in adults with the FXpm and are linked with reduced psychosocial functioning, the present study aimed to characterize the communication profile of the FXpm during early childhood. Method: Eighteen children with the FXpm who were identified through cascade testing (89%) or screening at birth (11%) were compared to 21 matched typically developing children, aged 2-4 years. Participants completed standardized assessments of language (Mullen Scales of Early Learning) and adaptive communication (Vineland Adaptive Behavior Scales--II). Social communication was rated from seminaturalistic interaction samples using the Brief Observation of Social Communication Change. Results: Children with the FXpm showed delayed social communication development, with the magnitude of group differences highlighting social communication as a feature that distinguishes children with the FXpm from their peers (p = 0.046, [partial eta-squared] = 0.12). The groups did not differ on the standardized language and adaptive communication measures (ps > 0.297, [partial eta-squared]s < 0.03). Conclusions: Early screening and treatment of social communication delays may be key to optimizing outcomes for children with the FXpm. Further research is needed to replicate findings in a larger sample, delineate the trajectory and consequences of social communication difficulties across the life span in the FXpm, and determine the potential epidemiological significance of "FMR1" as a mediator of developmental communication differences within the general population.

Children whose families experience socioeconomic disadvantage are at risk for poor sustained attention, a foundational skill related to goal-oriented behaviour, self-regulation and kindergarten readiness. Maternal parenting behaviours and parenting stress are theorised developmental pathways linking socioeconomic status (SES) to children's sustained attention. However, research has yet to empirically test for these indirect pathways, thus limiting the relevance of extant findings to inform targets of parent-mediated programmes addressing attentional disparities at school entry for low-income children. Using a sample of mostly low-income children from the Future of Families and Child Wellbeing Study (N = 2214) and the process of parenting model, this study tested whether maternal parenting stress, harsh parenting and cognitive stimulation uniquely explained associations between SES and child sustained attention at age 5 years. Results from structural equation modelling revealed that SES was positively and directly associated with child sustained attention. Some of these effects were indirectly transmitted through the pathway of maternal cognitive stimulation; however, neither harsh parenting nor parenting stress helped to explain the relationship between SES and child sustained attention. Implications of the findings are explored in the context of early childhood prevention and promotion programmes serving low-income families.

This study explores the impact of an innovative approach that combines artificial intelligence (AI) chatbot support with collaborative note-taking (CNT) in the comprehension of semantic terms among English as a Foreign Language (EFL) learners. Given the significance of semantics in English language learning, traditional didactic methods often present challenges for EFL learners. The proposed AI chatbot-supported approach aims to foster learner interaction, while the CNT strategy focuses on enhancing knowledge retention and engagement with learning materials. Conducted as a quasiexperimental pre-test-post-test design, the study involved 60 English language and literature majors from a non-English-speaking area enrolled at a private university. Participants were divided into the AI chatbot-supported and CNT (AI-CNT) group and the conventional CNT (cCNT) group. Results indicated that the AI-CNT group outperformed the cCNT group across various dimensions of semantic learning outcomes, including performance, achievement, self-efficacy, metacognition, and anxiety reduction. This study highlights the potential of integrating AI chatbot support and the CNT strategy to significantly enhance the EFL semantic learning experience. The personalized and interaction-based linguistic practices, enriched with feedback and emotional support, offer a promising avenue for advancing language learning outcomes in the digital age.

The present study sought to understand the nature and level of foreign language (FL) anxiety among primary school students and the relationship between FL anxiety and FL achievement. Changes in FL anxiety across groups of three primary school years were also examined. A total of 631 (324 male, 307 female) primary school students aged 9-11 years completed the Foreign Language Classroom Anxiety Scale (FLCAS) that measured students' FL anxiety. Our participants' FL achievements as measured by low-stakes regular assessments and high-stakes formal examinations were also collected. On average, primary school students reported levels of FL anxiety comparable to those of adults observed in previous studies. Factor analysis on FLCAS generated four components of FL anxiety: communication apprehension, fear of negative evaluation, test anxiety and negative attitude towards classroom. Correlation analyses showed that students' FL anxiety was inversely correlated with their FL achievements. The correlation was stronger for formal examinations with higher stakes as compared to regular assessments with lower stakes. Finally, the correlation strengthened as a function of higher instructional level. Results are discussed in relation to previous research. Implications to FL education are also considered.

While language anxiety is known to be a strong predictor of the second language (L2) achievement for decades, there has been a relative lack of empirical attention to establishing which one - anxiety or achievement - influences the other. The present study, based on a cross-lagged panel analysis, examined the causal relationships between language anxiety and L2 achievement, each of which was measured at three times points across 17 weeks. The results supported the directional relationship from L2 achievement at Time 2 to language anxiety at Time 3 while the opposite directional relationship from language anxiety at Time 2 to L2 achievement at Time 3 was not supported. Thus, our results suggest that language achievement precedes anxiety and not the other way round. The moderation analysis further sheds light on the importance of the earlier L2 achievement in the development of anxiety later on, by understanding learners' motivational profiles. That is, learners with high autonomous motivation and high achievement at Time 1 exhibited a further decrease in anxiety at Time 3. On the other hand, learners with high autonomous motivation but low achievement showed a higher level of anxiety at Time 3. Overall, the present study makes a noteworthy contribution to one of the most debatable issues in the field and concludes with some practical implications for L2 educators.

Utilizing a novel computerized task, we aimed to examine whether social anxiety symptoms would be related to individual differences in facial emotion recognition (FER) in a sample of autistic male adolescents and young adults without intellectual disability. Results indicated that social anxiety and IQ predicted poorer FER, irrespective of specific emotion type. When probing specific effects within emotion and condition types, social anxiety impacted surprise and disgust FER during a "truncated" viewing condition and not "full viewing" condition. Collectively, results suggest that social anxiety in autism may play a larger role in FER than previously thought. Future work should consider the role of social anxiety within autism as a factor that may meaningfully relate to FER assessment and intervention.

Long-term effects of the COVID-19 pandemic on autistic individuals and their families are recently emerging. This study investigated these effects in 40 mother-child dyads by measuring the behavioral problems of autistic individuals (via Aberrant Behavior Checklist) and their mothers' anxiety levels (via Beck Anxiety Inventory) during the pre-pandemic period, one month after, and one year after its onset. One year into the pandemic, aberrant behaviors of autistic individuals worsened only for those whose mothers had high anxiety levels. The continued negative impact of the COVID-19 pandemic on the behavior of autistic individuals is related to their mother's anxiety level, highlighting the need to support maternal mental health in families with individuals with autism.

This study examined the prevalence and correlates of psychopathology in gifted children (GC) and explored whether giftedness confers protection or risk for mental health problems. We used a comparative design to analyze a population-based sample of 100 GC and 100 controls matched by age and sex in Turkey. We assessed psychiatric diagnoses with the Development and Well-Being Assessment (DAWBA), a valid diagnostic tool for child and adolescent mental health, and measured resilience and temperament with standardized scales. GC and controls did not differ significantly in the frequency of psychiatric disorders. However, GC showed lower resilience and higher negative reactivity and activity than controls. Negative reactivity was a significant predictor of psychopathology in GC. Sex did not moderate the effects of giftedness on mental health outcomes, resilience, or temperament. Our findings suggest that GC may have increased vulnerability to stress and reduced coping skills. We highlight the need to identify and support GCs who experience mental health problems and face psychological challenges. Our results emphasize the importance of early intervention and prevention to enhance resilience and well-being in this population. Future research should investigate the underlying mechanisms and develop tailored strategies to support the mental health and well-being of GC.

The current study examined a multiple mediator model based on the control-value theory. A sample of 433 Chinese junior middle school students participated in questionnaires assessing teacher-student relationships (TSRs), academic emotions, academic value (AV), and academic self-efficacy (ASE). English test scores were collected as an indicator of students' English academic performance. The results indicated the following: (a) for academic enjoyment, the TSR has an effect on academic achievement through the chain intermediary of AV and ASE; (b) for academic relaxation, the TSR has an effect on English academic achievement through the single intermediary of academic relaxation and the chain intermediary of AV, ASE, and academic relaxation; (c) for academic anxiety, the TSR has an effect on English academic achievement through the single intermediary of AV, the single intermediary of academic anxiety, and the chain intermediary of AV, ASE, and academic anxiety; (d) for academic boredom, the TSR has an effect on English academic achievement through the single intermediary of academic boredom. These findings enrich the relevant research on the control-value theory and provide important insights for improving students' English academic achievement.

Organizations, employees, and individuals suffer from adverse outcomes due to a lack of occupational health, impacting everything from organizational performance to psychological and physical health, and they are a prevalent phenomenon for various jobs, including teaching. The aims of the current study are two-fold: to determine the state of occupational health (i) and its structure among 470 Turkish teachers at all school levels, including 338 female teachers (71.9%) and 132 male teachers (28.1%), specifically in terms of stress, the depressed mood at work, and organizational commitment variables (ii). A structural model for occupational health is developed and examined through the AMOS 22 program. The findings of this study indicate that stress predicts a negative impact on organizational commitment (-0.42), whereas it has a positive effect on depressed mood at work (0.74). Additionally, organizational commitment is shown to have a negative impact on depressed mood at work (-0.15). Overall, policymakers, school administrators, and leaders should prioritize strategies to reduce stress, create a healthier work environment, and address the need for proactive efforts to promote a positive emotional climate that improves teacher occupational health. Additionally, further research should explore the other factors that enable to prevent and reduce depression mood at work.

Rising perfectionism levels within post-secondary students could be one reason for students' challenges with adaptation to post-secondary. Recent research has suggested mindfulness-based interventions may be a promising avenue for mitigating high perfectionism, in addition to improving emotional and social well-being. The objective of this study was to assess the effects of 8 weeks of a mindfulness course on post-secondary students (compared to a non-meditating control group). Variables of interest were mindfulness, multidimensional perfectionism (self-oriented, other-oriented, and socially prescribed types), stress, anxiety, self-compassion, and social connectedness. Students self-enrolled into a mindfulness class offered at a college in Alberta, Canada (n = 15). The experimental sample, aged 18-54 (M = 25.27, SD = 11.47), were 96.7% female. A control group was recruited from first- and second-year psychology classes (n = 30), with ages ranging from 17 to 38 (M = 21.70, SD = 5.36) and 70% identifying as female. Students completed in-person surveys near the beginning of the term and again after 8 weeks. ANOVAs and linear regression analyses were conducted. In line with previous studies, results indicated that college students practicing mindfulness evidenced lower perfectionism (self-oriented and other-oriented types), stress, and anxiety, along with higher mindfulness and self-compassion. Additionally, interpersonal benefits were revealed as the mindfulness group increased in social connectedness. Perplexing results suggest two routes to social connection, as the control group also showed an increase in social connection, potentially motivated by higher stress and self-criticism. Findings from the current study are impressive (given the small sample size and the high-stress time of the term during which post-test measures were taken) and suggest that integrating mindfulness practices into the curriculum can enhance emotional and social well-being for postsecondary students.

At the 2020 American String Teachers Association (ASTA) Conference held in Orlando Florida, an attendee of the Wellness Committee Listening Session recommended that a study be conducted to determine the prevalence and awareness of mental health concerns among students and teachers within the organization. Members agreed that there is more needed to be understood so that ASTA could provide professional development webinars, resources, as well as local, state, and national conference sessions. In response to this request and the clear need for more information, a survey was developed and deployed to the ASTA membership in the fall of 2020. Follow-up interviews with members who volunteered in response to an invitation on the survey were conducted in the spring and early summer of 2021. Teachers reported a high prevalence of student mental health issues prior to and during the pandemic and reported concerning levels of work overload, compassion fatigue/burnout, and mental health issues. Generational differences in mental health perceptions were noted, as were opportunities to provide targeted professional development and community-level services.

Increases in school stress among adolescents are a growing concern. Although perfectionism and parental expectations have an important role in school stress, their joint influence has not been evaluated nor have analyses taken a multidimensional perspective of school stress into consideration. The aims of this study were to analyze the role of self-oriented perfectionism and parental expectations in school stress, and to explore their potential moderation effect in the associations between school stress and health complaints in adolescence. Sample consisted of 4,768 secondary-school students (52.1% girls; M = 13.74) aged 11 to 17 years (M = 13.74) from 54 high schools in Andalusia (Spain), and school stress was measured using ASQ-S questionnaire. Results show that high self-oriented perfectionism and parental expectations were significantly associated with higher levels of school stress. In addition, the three variables school stress, self-oriented perfectionism and parental expectations were significantly associated with health complaints, and self-oriented perfectionism moderated the relationship between stress of school-leisure conflict and health complaints. These findings should be taken into consideration for future research and the development of interventions aimed at reducing school stress among adolescent students.

Despite widespread evidence-based treatments for addressing internalizing concerns, many youth do not demonstrate reliable or clinically meaningful improvement. Regular progress monitoring, consisting of measurement and feedback, offers the opportunity to improve outcomes in real time. The 21-item Depression Anxiety and Stress Scales (DASS-21; Lovibond & Lovibond, 1995) has potential as a progress-monitoring tool for internalizing concerns in youth; however, limited psychometric data are available to support this use. The purpose of this study was to investigate the dependability of data obtained from the DASS-21 when completed by adolescents in a clinical setting. This study also aimed to understand the feasibility and utility of using the DASS-21 as a progress-monitoring tool from youth and clinicians' perspectives. Generalizability and dependability analyses were conducted to determine the number of ratings needed to obtain a dependable estimate of youth functioning within 1 week. Whereas two daily ratings were needed to dependably estimate total distress, results for the depression, anxiety, and stress subscales indicated that two to five data points would be needed over the course of the week. Finally, results demonstrate the usability of the DASS-21 from both youth and clinician perspectives when used in a progress-monitoring context.

Due to the increased financial pressure--exacerbated by the COVID-19 pandemic--that students in higher education need to endure, considerable attention is being drawn towards the determinants of student financial anxiety. A conflicting picture has been captured about financial literacy, which has been shown to either be associated with better financial well-being or to be unrelated to financial stress. While discerning between financial knowledge ('objective' financial literacy) and perceived ability to manage personal finances ('subjective' financial literacy), this study also explores the impact that students' attitudes towards debt may exert on their financial anxiety. In a sample of 174 university students from the UK, we measured students' financial anxiety, objective and subjective financial literacy, attitudes towards debt and perceived impact of COVID-19 on financial behaviour. Bayesian analyses revealed that only attitudes towards debt and perception of the impact of the pandemic predicted students' financial anxiety. While the evidence in regard to financial literacy was inconclusive, mediation analyses showed that objective financial literacy indirectly impacted financial anxiety by increasing fear of debt. The findings suggest that students' financial anxiety may be reduced by adopting strategies that focus on the subjective perception of debt and of economic circumstances.

The study compared concerns, anxiety, mindsets, and belonging in introductory statistics among Latine students across three higher education institutions. Students at the Predominantly White Institution voiced more concerns about R-coding and lack of prior knowledge. Students at the Hispanic-Serving Institutions voiced more concerns about math anxiety and social comparison and had more fixed mindsets, yet higher levels of belonging--pointing toward the value of exploring Latine students' experiences across different contexts and providing tailored interventions.

Preschoolers who display extremely inhibited behavior are at risk for the development of anxiety disorders. However, behavioral inhibition (BI) is a multifaceted characteristic. Some children with BI are fearful when confronted by unfamiliar adults, peers, and objects; others are fearful when separated from their parents. In the present study, we examined specific features of BI that predicted observed friendship formation among preschoolers who are behaviorally inhibited. We also examined whether teacher ratings of classroom behaviors predicted friendship formation. Sixty highly inhibited children (35 female, M[subscript age] = 52.57 months) were observed during eight weekly free-play sessions with initially unfamiliar inhibited peers. Free-play periods occurred before weekly intervention sessions for children with BI and their parents. An observational protocol was developed to identify children who made a friend during the eight weekly sessions. Before the first session, different subtypes of BI were assessed by parents; preschool teachers assessed the children's classroom behaviors with familiar peers. Twenty-six children met the criteria for having made and kept a friend. Probit regression analyses revealed that parent ratings of BI among unfamiliar peers and teacher ratings of children's social anxiety before the intervention were associated with a decreased probability of making a friend. No evidence was found linking children's responses to the intervention and friendship formation. Results suggest that extremely inhibited preschoolers are capable of making friends. Implications for future research and intervention efforts that focus on individual differences of children with BI are discussed.

Background/Context: COVID-19 changed how students learn, the challenges they face both in and out of the classroom, and the ways they access and engage with higher education. COVID-19 also highlighted inequalities in higher education. In response, faculty have also had to change their pedagogical approaches. Purpose/Focus of Study: This article presents ideas to address some of the challenges that COVID-19 has brought to the community college classroom. The focus of these strategies and pedagogical changes is to create a more equitable and successful environment for all students. Research Design: The author's praxis used Paulo Freire's 1970 work, "The Pedagogy of the Oppressed," as a guide to critically examine pedagogical practices and choices for sociological curriculum development at a medium-sized, urban, Hispanic-serving community college. Changes were evaluated through final grade analysis and student feedback. Findings: Ten changes were implemented: making the course mobile phone/ tablet accessible, incorporating audio transcripts for all, using additional video formats, engaging families/children, addressing student anxieties, incorporating more assignment choices, using Open Educational Resources for reduced costs, allowing more flexibility in assignments, extending submission times, and varying course length. These changes have reduced barriers, decreased student anxiety, and increased student success. Conclusions: The pedagogical changes made seemed to help students be more successful in their courses.

Existing studies predominantly analyze the mental health experiences of Chinese international students through a psychological perspective. This study, however, delves into transformative learning (TL) outcomes related to understanding and overcoming "anxiety" from a critical sociological lens. Utilizing a duo-ethnographic methodology, it sheds light on the transformative learning experiences of three female Chinese researchers as they investigate anxiety in a North American higher education setting. This study uncovers socio-cultural factors contributing to anxiety among Chinese international students abroad, with a particular emphasis on faculty's racialized habitus, academic struggles, emotions, and gender. It represents an interdisciplinary fusion between critical sociology and adult education, specifically concentrating on TL for social justice and the emotional and relational aspects of TL.

This study aimed to investigate the mediating role of social self-efficacy in the relationship between parental control and social anxiety. The study population comprised all first and second-year high school students studying in Ahvaz County during the academic year 2020 to 2021. A total of 373 (53.08% female and 46.92% male) students were selected using multistage cluster sampling. The mean age ("SD") of the participants was 15.06 (2.4) years. The data were collected using the Parental Psychological Control Scale (PPCS), the Social Anxiety Scale for Adolescents (SAS-A), and the Self-Efficacy for Social Situations Scale (SESS). The reliability of the research tools was assessed using Cronbach's alpha method, and path analysis was used to analyze the data. The results showed that both achievement-oriented and dependency-oriented parental control was directly related to social self-efficacy, which, in turn, was significantly related to social anxiety. Moreover, social self-efficacy completely mediated the relationships between achievement-oriented and dependency-oriented parental control with social anxiety. Therefore, reducing parental psychological control can increase adolescents' level of social self-efficacy, which can subsequently decrease their social anxiety.

This paper, co-authored between three adults and five children aged 8-11, adopts a 'collaborative writing as inquiry' approach to examine and discuss the authors' experiences of a participatory research project through the lens of critical dialectical pluralism. In the original project, children formed two 'young advisory panels', one online, comprising children from all over England, and one in a primary school in a suburban area in North England, informing and collaborating on the creation of 45 educational activities supporting critical digital literacy. Rather than focusing on the original research itself, the paper focuses on making a methodological contribution, through detailed and collaborative reflections on notions such as agency, power and control. Over a period of four 60 to 90 min-long meetings once the actual research was completed, adult and child authors considered their respective roles in the project, as well as detailing their understanding of the project as a whole. In co-framing our perceptions of participatory research, we problematise adult anxieties and highlight the importance of exploring 'silence as voice', arguing for an extension to participatory research projects, going beyond the research itself and creating a 'third space' which is un/familiar to all participants, openly inviting engagement with discomfort and normalising uncertainty.

Despite widespread remote psychological interventions during the COVID-19 pandemic, the difference between the effectiveness of remote digital and face-to-face methods in school-based intervention programs remains unclear. This study examined the difference between the effectiveness of video and face-to-face based problem-solving training on primary (elementary) school students' anxiety and cognitive bias. Participants included 125 Grades 5 and 6 students. One group was assigned the video-based intervention, and another group was assigned the face-to-face intervention. The face-to-face group experienced a reduction in levels of anxiety, whereas the video group did not. The main effect of time suggested a reduction in cognitive bias across both groups. Although both groups understood the intervention content, the face-to-face group may have experienced more immediate anxiety-reducing effects.

Academic stress among adolescents can undermine academic achievement and harm mental health. Levels of academic stress vary considerably across countries and education systems, but little is known regarding the causes of this variation. In this paper, I develop a theoretical framework positing that stress will be lower in education systems that reduce the stakes attached to academic achievements, temper competition and high aspirations, and weaken the link between achievements and self-worth. I test observable implications of the framework by analysing if stress is influenced by the degree of external differentiation and vocational orientation of education systems, using harmonised survey data on pupils in more than 30 countries. The empirical analyses largely support the implications of the framework: pupils in more differentiated and vocationally orientated systems report significantly lower levels of stress, also in models adjusting for country fixed effects. Moreover, academic achievement is a less important predictor of stress in differentiated or vocational systems, possibly due to lower stakes attached to achievements. I end by proposing further predictions of the framework that can be tested in future research, and by discussing implications of the results with regard to possible trade-offs between different goals of education policy.

The period between adolescence to young adulthood can be stressful for parents of transition-aged children (14 to 22 years old) with autism spectrum disorder. A systematic review was undertaken to examine if existing interventions address the unique parental stressors of this phase and if the scales used to measure parental stress and anxiety are suitable for this group. Of the 9813 studies screened, only 13 studies met the inclusion criteria. Findings indicated that interventions focused on mindfulness, social functioning, or multiple components, of which only two addressed the transition period and only three specifically targeted parents of this age group. Moreover, of the six scales which assessed stress or anxiety, none were designed for these parents. Findings highlight the urgent need for more suitable scales and targeted interventions.

Background: The COVID-19 pandemic has changed many facets of outdoor adventure and experiential education (OAEE) programs. Using past literature, four variables represent important student outcome variables associated with OAEE programs. Purpose: This study examined the effects of participation in an OAEE program on levels of anxiety, depression, hope, and resilience. Methods: This study used online data collection software with a 30-item inventory to measure the selected variables. Using a retrospective predesign, data were collected and analyzed using repeated measure t-tests. Findings: Results suggest that OAEE programs can effectively enhance an individual's ability to cope with anxiety and hopelessness while enhancing their levels of resilience.

This systematic literature review summarises the research into interventions intended to improve the wellbeing of educators in the early childhood to secondary sectors. A search of articles published between 2000 and 2020 yielded 23 articles that met our inclusion criteria. Studies were included if they collected quantitative or qualitative data about educator wellbeing pre-intervention and post-intervention from the same group(s) of educators. We classified articles into five categories based on their content: multi-foci (several content areas included in a program), mindfulness, gratitude, professional development (classroom practice oriented), and physical environment. The articles revealed wide variations in: wellbeing theories underpinning interventions, the phenomena measured, and the effectiveness of the interventions. In some studies wellbeing was conceptualised as the absence of negative states (such as stress), in other studies to the presence of positive states (such as satisfaction), and in a few studies as the combination of both these approaches. Some of the gaps noted across the research include the lack of attention to the role of the school climate in determining the success of an intervention, and the lack of analysis to explore whether interventions work better for some individuals than others (for example, a lack of reporting of the characteristics of participants who drop out of the interventions). Overall, the multi-foci interventions show the most promise for improving educator wellbeing.

Education policies align with evolving needs and changes in education. Two years ago, the double reduction policy was widely welcomed. But new challenges have emerged now, it is necessary to examine whether it still meets parental expectations, and whether adjustments in details are needed. We investigated parents' perception of policy implementation intensity; and its relationship with parents' perception of educational involution; and parents' educational anxiety, as well as the roles played by gender. Findings highlight parents who perceive a stronger policy implementation intensity experience higher levels of educational anxiety and are more likely to feel educational involution; education anxiety acts as a mediator, while gender plays a moderating role. We highlighted policy's advantages while emphasizing the necessity to avoid policy rigidity and one-size-fits-all. We recommend establishing a flexible, real-time parental feedback mechanism and promoting continuous monitoring and evaluation. This approach would enable it to meet the changing demands of education.

By adapting methods used to measure anxiety in physical employment interview, this study in the first stage identifies levels of anxiety induced in a computer-mediated interview setting. In the second stage, the study examines the mediating role of practice interview process in reducing interview anxiety and explores the moderating effects of gender and prior work experience on the relationship between remote interview anxiety and performance outcome. It utilizes partial least squares structural equation modeling to test the direct and mediation effect based on 245 responses received from job aspirants. As in a physical interview, anxiety in a remote situation is related to one's level of preparation and perception of interviewing self-efficacy. The results reveal a significant positive effect of preparation satisfaction on self-efficacy perception of interview performance and significant negative effect of self-efficacy perception and preparation satisfaction on remote interview anxiety. Practice-interview process significantly mediated the performance outcome; however, the moderating effect of gender and work experience was found to be insignificant. Practical implications: Findings from this study have far-reaching implications for educators and professionals working toward mitigating anxiety during the employment selection processes in computer-mediated setting.

Stage fright is a natural and very common phenomenon that affects everyone who must present themselves in public. However, it has a negative impact on the health and voice emission of children and adolescents, which is why it is important to study and measure it. Unfortunately, there are no appropriate tools for examining public presentation anxiety intended for children and adolescents, and that would also include the context of voice production. The main aim of this study was to describe stage fright and to present the stages of creating a tool based on the three-factor theory of stage fright constructs. The text describes the steps of developing the questionnaire, Confirmatory Factor Analysis, reliability, and convergent and discriminant validity. The results of the conducted analyses confirmed the three-factor structure of the tool and suggest that the Stage Fright Scale--Children & Youth is a reliable and consistent questionnaire for measuring stage fright in children and adolescents.

Adolescent behavior now occurs offline and online. Frequently studied and treated independently, the relationship between offline problem behaviors and online risk taking is not well understood. This study asked whether there are any problematic behaviors predictive of online risk taking by high school students. Using a 2009 dataset of 2,077 high school students grades 9-12, five areas of offline problematic behaviors were examined: Academic problems, anxiety, behavioral wrongdoing, bullying, and social-emotional. Nine binary results were classified as online risk: Sexting, online harassment (perpetrating and experiencing), visiting sex sites, talking about sex, receiving sexual pictures, meeting offline, anything sexual happened, feeling nervous or uncomfortable. Behavioral wrongdoing (fighting, school suspension, trouble with police, theft), emerged as a significant predictor appearing in all nine models, followed by bullying experience (bully or victim) in six models. Identifying common problem behaviors that predict online risk taking are key components in developing strategies to promote adolescent health and well-being.

Extant literature has demonstrated that children's diurnal stress physiology often looks different on childcare versus home days. Specifically, children experience a rise in cortisol, rather than a decline, over the day while in full-time care. Additionally, temperamental fit within classroom environment may influence both child and teacher cortisol and outcomes. The current study investigated whether teachers' cortisol levels (n = 11) were associated with child cortisol levels (n = 71, mean age = 4.18 ± 0.81, 51% female) in the classroom while taking into account temperament, child sex assigned at birth, and classroom quality. Cortisol samples were collected on consecutive days at home and childcare for children, and at childcare for teachers. We hypothesized that (1) teacher cortisol will predict child afternoon cortisol, (2) that a portion of the variance in this relationship will be accounted for by classroom quality. Using a cross-sectional design, children in this sample had higher cortisol values in the afternoon while at childcare than at similar times of day at home. Teachers demonstrated a typical diurnal decline across the day but variation in total cortisol output at childcare. Two distinct predictors of afternoon cortisol levels were identified in children attending childcare: child age and mean teacher cortisol levels across the day, while negative affect and classroom quality were not significant. Younger children and children whose teachers had higher mean cortisol levels were more likely to have high afternoon cortisol at childcare. Higher diurnal cortisol values for teachers may indicate a higher stress environment for both teachers and children. These preliminary findings suggest that teacher stress may not only have implications for children in terms of teacher burnout, high staff turnover, and learning, but possibly also for children's health and well-being. Implications for research and policy, as well as limitations and strengths, are discussed.

Anxiety disorders have been on the rise among adolescents over the past decade. The COVID-19 pandemic appears to have contributed to this increase, putting further pressure on often already overburdened health systems. Universal prevention programs may offer a potential solution, but few have been evaluated in the context of a pandemic. The objective of this article is to measure the impact of a universal prevention program--the HORS-PISTE program--on several anxiety-related variables in the context of a pandemic. The HORS-PISTE program consists of 10 workshops spread over the two first years of high school, secondary 1 and 2 (grade 7 and 8 equivalent). Workshops are held in a classroom setting and focus on the development of psychosocial skills. The study was conducted in Quebec with 1,202 secondary 1 and 2 students (48.7% girls, 51.3% boys) with an average age of 12.58 years ("SD" = 0.75). They completed an assessment protocol before and after participating in the HORS-PISTE program in the autumn of 2020. Their answers were subjected to descriptive analysis and multivariate analysis of variance. Results indicate a significant decrease in symptoms for several of the measured variables between the two measurement times, such as those associated with panic disorder, generalized anxiety disorder, and test anxiety. The results also show a decrease in some variables related to the interference of anxiety symptoms and the cognitive and behavioral vulnerabilities targeted by the program. The discussion highlights possible explanations for the results, as well as how universal prevention programs may contribute to the prevention of anxiety during adolescence, especially in a pandemic context.

Sheltered work and leisure activities were locked down in at the Signo centre in March 2020 because of the COVID-19 pandemic. The Signo centre is a Norwegian national centre for adults with multiple, complex needs, including severe sensory loss/impairments. Tension and uncertainty rapidly spread among relatives and workers. To explore the impacts of the pandemic on residents, 24 adults living in Signo Vivo answered a semi-structured interview together with their primary worker. Additionally, reports on staff injuries and PRN medication between April and Aug of 2020 were compared to the period before the lockdown. The reports from the interviews included fewer stressful events for the participants, more rest and sleep, more time spent in their own apartments, and more time with smaller groups of workers. The reports on staff injuries and PRN medication showed decreased occurrence.

Background: Integrated primary care (IPC) can address prevalent behavioral health concerns identified in pediatric office visits, but research on IPC consultation patterns is limited. Objective: This study investigated variation in consultation rates across presenting problems, patient sociodemographic factors, and IPC treatment duration. Method: Retrospective electronic health record data were extracted for 970 patients seen in 12 pediatric primary care sites and for whom behavioral health consultation was requested between June 2018 and December 2019. Logistic regressions were used to examine associations between sociodemographic variables, consultation reasons, and IPC visit type. We used multiple linear regression to assess the association between consultation reason and treatment duration. Results: Anxiety (36.2%) and disruptive behavior (29.7%) were the most common consultation reasons. Consultation requests for internalizing (anxiety, mood) problems were more prevalent in school-aged children and adolescents, whereas consultations for disruptive behavior (tantrums) and health-related issues (toileting, sleep concerns) were common in early childhood. Girls were less likely to receive consultation requests for attention deficit/hyperactivity disorder (ADHD) and autism/developmental concerns compared to boys, but more likely to receive consultation for internalizing problems. Consultation requests varied by patient race, ethnicity, visit type, and insurance type. Treatment duration after consultation was longer among patients with consultation requests for ADHD and for depression/mood concerns. Conclusions: Age-related behavioral health consultation patterns in IPC conform with expected developmental trends; however, sociodemographic findings suggest opportunities for enhancing care. Additional research is needed on IPC consultation given its promise for early identification, prevention, and treatment of pediatric mental health concerns.

Background: The Quality of Life Enjoyment and Satisfaction Questionnaire Short Form (Q-LES-Q-SF) is a well-established, clinically feasible measure of quality of life concerns when assessing relatively severe clinical populations of adult patients. To what degree might the Q-LES-Q-SF facilitate identifying quality of life concerns among parents of adolescents receiving outpatient services for psychosocial concerns for which parents are often involved in service delivery, such as social anxiety? Objective: We tested the Q-LES-Q-SF in a mixed-clinical/community sample of adolescents receiving a social anxiety evaluation and their parents. Method: We examined 134 adolescents aged 14-15 years old and their parents. Parents completed self-reports on the Q-LES-Q-SF as well as self-reports on several domains relevant to understanding their mental health. Further, parents completed reports about adolescent and family functioning known to contribute to psychosocial impairments linked to adolescent social anxiety. Results: We observed strong internal consistency estimates for the Q-LES-Q-SF. Scores taken from the Q-LES-Q-SF demonstrated significant links with survey measures designed to assess various domains of adolescent, parent, and family psychosocial functioning. Further, scores taken from the Q-LES-Q-SF uniquely related to measures of both adolescent and parent social anxiety. Conclusions: The findings support use of a short, clinically feasible measure (Q-LES-Q-SF) to assess quality of life among parents seeking mental health services for their adolescents. As such, the study informs future work that tests the ability of the Q-LES-Q-SF to screen for or identify parents whose quality of life may impact their involvement in the delivery of anxiety-related services to their adolescent.

Background: Parental anxiety and over-involved parenting behaviour are consistently associated with an increase in child anxiety symptoms. Primary school aged children also often develop a strong and influential relationship with their class teacher and how educators respond to anxiety therefore warrants investigation. Preliminary research has shown that educators use anxiety-promoting techniques, such as avoidance. However, there has been little empirical investigation of the factors that influence the management of anxious children by primary school educators in the classroom setting. Objective: This study investigated the relationship between the anxiety literacy of primary school educators, anxiety symptoms experienced by primary school educators and the management of anxious children by primary school educators. Methods: A total of 73 primary school educators in the United Kingdom completed an online survey. The survey measured participant anxiety and anxiety knowledge, as well as utilising vignettes of hypothetical scenarios to measure the use of anxiety-promoting and autonomy-promoting responses. Results: Educator anxiety literacy predicted a reduced likelihood of using anxiety-promoting responses but did not predict increased use of autonomy-promoting responses. Educators' anxiety was not found to predict anxiety-promoting or autonomy-promoting responses when managing anxious children. Conclusions: The findings suggest that promoting anxiety literacy in primary educators may reduce the frequency with which educators use anxiety promoting responses with anxious students. The findings highlight the importance of further clarifying the quality and forms of anxiety mental health knowledge and training which educators receive. This type of data may be useful in developing ways to equip educators with the skills to respond and manage anxiety in the classroom.