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Few studies have examined common patterns between perfectionist traits, depressive symptomatology and anxiety in adolescents. We analyzed these simultaneous associations and identified the most influential measures through network analysis. A total of 533 high school Peruvian students (48.97% female) participated from two educational institutions. Adapted Oros' Perfectionism, Reynolds Depression Scale and a single item school anxiety measure for adolescents were used. Spinglass algorithm found a solution of three domains of perfectionism: self-demands, distress-worry and reactions to failure, as well as one cluster of depressive symptoms. When analyzing the interconnections between these dimensions, it was found that worry-distress perfectionism (WDP) and reactions to failure perfectionism (RFP) played a central role in activating other variables in the network. In particular, RFP had the strongest connection with depression, while WDP was related to school anxiety. On the other hand, self-demands perfectionism was the only dimension that showed a negative relationship with depressive symptoms. These findings suggest that perfectionist reactions focused on anticipating and responding to errors may share common patterns that should be addressed to reduce depression and school anxiety in adolescents. [ABSTRACT FROM AUTHOR]

Background. The study considers the problem of increasing aggression and anxiety among teenagers in the modern society. The programs for correction of aggressive behavior allowing for effective work with teenagers are in great demand in psychological practice. Objectives. Testing the effectiveness of the correctional program “Face of Aggression” which has its purpose to optimize (reduce) the level of aggressiveness and anxiety in teenage schoolchildren. Study Participants. The study involved 61 schoolchildren aged 11 to 14, of them 26 teenagers made up two training groups and 35 teenagers constituted the control group. The research was carried out on the basis of the Universal Library affiliated to the Joint Institute for Nuclear Research named after D.I. Blokhintsev in Dubna, RF. Methods. Personal anxiety scale for students aged 10–16 years by A.M. Prikhozhan; Bass — Perry method for assessing the level of aggression; Toronto Alexithymia Scale. Results. The obtained data analysis demonstrated effectiveness of the correction program “Face of Aggression”. Comparison of the studied psychodiagnostic indicators before and after the training in the experimental group revealed a significant decrease in the level of anger, statistically significant differences in the overall level of aggression, at the trend level — in indicators of physical aggression and the overall level of anxiety. Conclusions. Aggression and anxiety, which are significant indicators of the difficulties experienced in adolescence, are “two sides of the same coin” and can be reduced by means of the psychological training using Burno’s method. The empirical study confirmed previously obtained data on the relationship between the emotion of anger and hostility as a factor of readiness for aggressive behavior with self-assessment and interpersonal anxiety in adolescents.

Objective: The aim of this study was to predict academic procrastination based on attachment styles, family relationships, personality traits, and academic enthusiasm among students in Divaniye, Iraq. Methods and Materials: This research was descriptive and correlational in nature. The statistical population consisted of male and female students from Divaniye. A convenience sample of 300 male and female students was selected. Research instruments included the Solomon and Rothblum (1984) Academic Procrastination Questionnaire, the Armsden and Greenberg (1987) Inventory of Parent and Peer Attachment, the Olson and Barnes (2004) Family Relationship Questionnaire, the Costa and McCrae (1992) Five-Factor Personality Questionnaire, and the Fredericks et al. (2004) Academic Enthusiasm Questionnaire. Results were analyzed using both descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation and stepwise regression). Findings: The findings indicated that neuroticism and insecure attachment styles to peers and parents had a significant positive relationship with academic procrastination. In contrast, secure attachment styles to parents and peers, openness to experience, conscientiousness, and academic enthusiasm had a significant negative relationship with academic procrastination. Extraversion and agreeableness did not have a relationship with academic procrastination. The stepwise regression results showed that openness to experience, conscientiousness, academic enthusiasm, and secure attachment styles to peers and parents could predict academic procrastination. Conclusion: In sum, the results indicated that all the mentioned variables had a significant relationship with procrastination except for extraversion and agreeableness. Additionally, among these correlated variables, personality traits had the power to predict procrastination. [ABSTRACT FROM AUTHOR]

BackgroundRecent years have seen an increase in school refusal behavior among adolescents, potentially due to factors like excessive short-form video viewing, bullying, and school anxiety. Limited research has investigated how these factors contribute to school refusal behavior. This study used random forest regression, path analysis, and network analysis to identify key variables and pathways leading to school refusal behavior.MethodsIn this cross-sectional questionnaire-based study, 2,056 (996 male, 1,060 female, mean age: 14.79 ± 1.24 years) middle and senior high school students were asked to complete the School Refusal Behavior Assessment questionnaire to assess school refusal behavior features, the Excessive Short-Form Video Viewing Scale as well as self-reported viewing times during leisure days to assess excessive short-form video viewing, the SNAP-IV Rating Scale to assess the severity of inattention symptoms, and the self-administered questionnaires to assess experiences of being bullied and school anxiety.ResultsThe prevalence of school refusal behavior in the surveyed adolescents was found to be 31.9% [95% confidence interval (CI): 29.8–33.9%]. In terms of significance, the severity of inattention symptoms exhibited the greatest predictive power, while excessive short-form video viewing accounted for the most variance. Path analysis revealed that excessive short-form video viewing not only directly affects school refusal behavior features but also does so indirectly through severity of inattention symptoms and school anxiety. Key bridge factors in this pathway include intense fear and anxiety associated with school attendance, manifesting as somatic symptoms and avoidance behaviors.ConclusionThe findings indicate that not only does excessive short-form video viewing directly influence school refusal behavior features in adolescents, but it also indirectly impacts these features through mechanisms involving severity of inattention symptoms and school anxiety. The bridge factors highlight potential targets for interventions among the SRB features and predictors.

School refusal has important repercussions on the lives of children and adolescents, seriously affecting their personal, academic, and social adjustment. Negative attitudes towards school can be caused simultaneously for several reasons and, due to the existing heterogeneity, Kearney, and Silverman (1990) grouped them into four functional conditions: I. Avoidance of school stimuli that generate negative affectivity; II. Avoidance of school situations that generate social aversion or fear of evaluation; II. Capturing the attention of significant others; and IV. Get tangible reinforcements outside of school. Given its tendency to coexist with internalizing disorders, it is essential to understand its correlation with school anxiety, which is one of the significant problems in the child and adolescent population. In this way, the present study aims to identify the probability of predictive capacity of school anxiety on high school refusal. There were 1786 participants (51% men) aged 15 to 18 years (MAge = 16.31; SD = 1.00). The instruments administered were the Spanish version of the School Refusal Assessment Scale-Revised (SRAS-R-C; Gonzálvez et al., 2016) and the School Anxiety Inventory (IAES; García-Fernández et al., 2011). The results reveal that depending on the dimension of school anxiety evaluated, it acts as a negative or positive predictor of school refusal, also depending on the type of school refusal assessed. These findings highlight the connection between the avoidance of negative affectivity associated with school and the experience of anxiety in various school settings, emphasizing the need to address both school refusal and anxiety in the educational setting.

Anxiety and school fears are relatively frequent in childhood. Psychology and education professionals need to have assessment instruments for screening for school anxiety in schools. This study aimed to develop, adapt, and examine the reliability and validity evidence of the School Anxiety Inventory for Primary Education (SAI‐PE) scores. Using random cluster sampling, a sample of 843 Spanish students (51.7% girls), ages ranging from 8 to 12 years (M = 10.03, SD = 1.25), was selected from public and concerted schools. The content validity of the SAI‐PE scores was analyzed through experts' judgment and students' assessment of their comprehension of the instrument's items. Exploratory and confirmatory factorial analyses support the validity of the SAI‐PE scores. The results revealed a multifactorial structure for the scores of anxiety reactions (cognitive, psychophysiological, and behavioral) and school situations scores (school punishment, victimization, social, and academic evaluation). The study conclusions reinforce the importance of having instruments that assess the complexity of emotional responses such as school anxiety, favoring its early detection and evaluating the effectiveness of preventive and/or therapeutic programs in schools. Practitioner points: School Anxiety Inventory for Primary Education presented a multidimensional structure comprising four correlated situational factors: School Punishment Anxiety, Victimization Anxiety, Social Evaluation Anxiety, and School Evaluation Anxiety.School Anxiety Inventory for Primary Education allows the evaluation of the anxiety triple response system (cognitive, behavioral, and psychophysiological).School Anxiety Inventory for Primary Education is a valid, reliable and simple self‐report which allows the complete evaluation of school anxiety in Spanish childhood population. [ABSTRACT FROM AUTHOR]

Objective:The stress of academic expectations is the main cause of stress among students. The aim of the present study was to investigate the mediating role of school anxiety in the relationship between academic perfectionism and academic self-concept with academic expectations stress. Methods:The descriptive research method was correlation. A sample consisting of 390 students (289 girls, 101 boys) from three grades (7th, 8th, 9th) from public first secondary schools in one district of Shiraz were selected by multi-stage cluster sampling and responded to Academic expectations stress Inventory (Ang & Huan, 2006), academic perfectionism of Rasouli Soli and Bahrami (2015), School self-concept Inventory (Chen & Thompson, 2004) and school anxiety Scale (Philips, 1987). Results: Data analysis using the structural equation model showed that academic perfectionism and academic self-concept have a significant positive and negative direct effect on the stress of academic expectations, respectively. Also, the results showed that school anxiety does not have a significant direct effect on the stress caused by academic expectations, so it cannot play a mediating role in the relationship between academic perfectionism and academic self-concept with the academic expectations stress. Conclusion: In general, to reduce the stress caused by academic expectations in students, it is better to focus on strengthening selfconcept and academic perfectionism and effective ways to deal with stress. [ABSTRACT FROM AUTHOR]

BACKGROUND: When the school climate is not ideal and coping skills for school situations are not strengthened in adolescents, school anxiety and stress may be manifested, potentially harming development and mental health during adulthood. This study aimed to analyze the predictive ability of school anxiety on elevated levels of stress in high-school students. MATERIALS AND METHODS: This cross-sectional predictive study was conducted with 1588 students aged 12–18 (M = 14.82; SD = 1.86) years in 2023. The School Anxiety Inventory (SAI) and the Depression, Anxiety, and Stress Scale (DASS-21) were administered to the participants. An inferential data analysis method was applied. Specifically, binary logistic regression was used for data analysis. The influence of school anxiety on stress was examined using the odds ratio statistic. RESULTS: The total score on school anxiety (OR = 1.02), the situational factors: anxiety about aggression (OR = 1.03), anxiety regarding social evaluation (OR = 1.02), anxiety about failure and school punishment (OR = 1.03), and anxiety about school evaluation (OR = 1.04), as well as the response systems: cognitive (OR = 1.04), behavioral (OR = 1.08), and psychophysiological (OR = 1.04), positively and significantly (P = 0.000) influenced the high scores on stress. CONCLUSION: The results demonstrate the need to detect school anxiety in adolescents at an early state to intervene in both anxiety-provoking situations and responses and in the resulting high stress. Similarly, schools should promote mental health work and self-regulation to prepare students for adult life.

School anxiety depends on multiple factors that occur directly or indirectly in the teaching–learning process, such as going to the blackboard in class or reporting low grades at home. Other factors that influence school climate are social skills and coping strategies. That said, the aim of this research was to analyze the sources of school anxiety, coping strategies, and social skills in Italian secondary school students through an artificial neural network. For this purpose, a quantitative and ex post facto design was used in which the Inventory of School Anxiety (IAES), the Coping Scale for Children (EAN), and the Questionnaire for the Evaluation of Social Skills student version (EHS-A) were administered. The results showed that cognitive avoidance and behavioral avoidance coping strategies, together with the lack of social skills in students, are the variables that contributed the most to school anxiety scores in the artificial neural network. The conclusions revolve around the need to develop primary prevention programs. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the effect of teacher's violence on positive and negative academic emotions and school anxiety. It was a descriptive-correlation research. The research population included all second cycle high school students in Sarbāz city (Sistān and Baluchestān province) in the academic year 2021-2022 (N=1910). The research sample consisted of 320 students who were selected through random stratified sampling (by gender and field of study). Also, the research instruments consisted of teacher violence scale (Piskin et al., 2014), class- related emotion scales (Pekrun, 2005) and school anxiety scale (Phillips,1978). Kolmogorov-Smirnov tests, Pearson correlation coefficient, Durbin-Watson and path analysis were used to analyze the data, using SPSS (Version 16) and Smart PLS (version 2) softwares. Findings showed that teacher's violence has a negative effect on positive academic emotions (pride, pleasure and hope) and has a positive effect on negative academic emotions (shame, anxiety, hopelessness, boredom, anger) and school anxiety (test anxiety, fear of assertiveness, lack of confidence). Considering the results, holding in-service training workshops for teachers in the areas of familiarity with children's natural rights, anger management, compassion and forgiveness towards others is recommended.

Background: Adolescence is associated with developmental, biological, psychological and behavioral changes. Emergence of emotional problems and inability to control emotions may make teenagers vulnerable to risky behaviors such as substance abuse. Predisposed people have a greater tendency to use drugs and with this mental occupation, there is a greater possibility that they will fall into the trap of addiction. Paying attention to adolescents' anxiety in school and psychological needs such as communication and attachment, intimacy and independence causes a sense of competence and inner self-efficacy in adolescents. But so far, the study of these variables in the tendency to use drugs has not been studied in an integrated model. Aims: The present study was conducted with the aim of investigating the mediating role of school anxiety and emotional control in the relationship between basic psychological needs and the tendency to use drugs among students. Methods: This research was structural equation modeling. The statistical population included all secondary school students of Noor city in the academic year of 1401-1400, of which 250 were selected by cluster sampling. All of them completed Zargar substance abuse questionnaires (2015), Desi and Ryan basic psychological needs (2000), Phillips school anxiety (1987) and Roger and Nashover emotional control scale (1987) in virtual form. The data were analyzed by Pearson's correlation test and structural equations. Results: The results showed that both variables of school anxiety and emotional control had a mediating role in relation to basic psychological needs and tendency to use drugs, and all direct and indirect paths between the variables were significant (p

Background: Math anxiety is a common experience that interferes with learning and achievement in mathematics. Considering that mathematics learning mostly takes place within the classroom, it is critical to examine how math anxiety develops in this context. Aims: The purpose of the current scoping review was to identify classroom‐learning environment factors associated with math anxiety in elementary and high school students. Sample(s): Out of an initial sample of 3011 studies, 28 were eligible for inclusion. Methods: Data on author(s), publication year, and study location; sample demographics; classroom variables; intervention details (if applicable); measures; and key results were extracted from articles. Results: Numerous protective and vulnerability factors were identified. Conclusions: Directions for future research and methodological implications were explored. [ABSTRACT FROM AUTHOR]

Background: Adolescence is associated with developmental, biological, psychological and behavioral changes. Emergence of emotional problems and inability to control emotions may make teenagers vulnerable to risky behaviors such as substance abuse. Predisposed people have a greater tendency to use drugs and with this mental occupation, there is a greater possibility that they will fall into the trap of addiction. Paying attention to adolescents' anxiety in school and psychological needs such as communication and attachment, intimacy and independence causes a sense of competence and inner self-efficacy in adolescents. But so far, the study of these variables in the tendency to use drugs has not been studied in an integrated model. Aims: The present study was conducted with the aim of investigating the mediating role of school anxiety and emotional control in the relationship between basic psychological needs and the tendency to use drugs among students. Methods: This research was structural equation modeling. The statistical population included all secondary school students of Noor city in the academic year of 1401-1400, of which 250 were selected by cluster sampling. All of them completed Zargar substance abuse questionnaires (2015), Desi and Ryan basic psychological needs (2000), Phillips school anxiety (1987) and Roger and Nashover emotional control scale (1987) in virtual form. The data were analyzed by Pearson's correlation test and structural equations. Results: The results showed that both variables of school anxiety and emotional control had a mediating role in relation to basic psychological needs and tendency to use drugs, and all direct and indirect paths between the variables were significant (p<0.05). Conclusion: Based on the results of this study, it can be said that the structural model of the research had a good fit and the use and awareness of the research variables can play a decisive role in the tendency of teenagers to abuse drugs, and therefore, by improving the basic psychological needs and emotional control and reducing school anxiety, it is possible to Preventing the tendency to use drugs in teenagers. [ABSTRACT FROM AUTHOR]

BACKGROUND: In the Russian Federation, the incidence of obesity continues to grow among the child population. Vegetative imbalance and chronic stress play an important role in the pathogenesis of obesity and related health disorders. Timely identification of disorders of psycho-vegetative disorders and their correction in overweight children require an integrated approach of medical and pedagogical workers.AIM: To reveal the features of the vegetative status, the level of school anxiety in students with an increased body mass index.MATERIALS AND METHODS: Children with different body mass index (BMI) underwent a comparative analysis of the mean values and structure of revealed violations of cardiointervalography (heart rate variability, HRV) parameters, laboratory test parameters (plasma antioxidant activity, plasma malondialdehyde, triglycerides, total cholesterol, cortisol, magnesium and serotonin) and test parameters School Anxiety Scale of Phillips.RESULTS: The prevalence of overweight was 23.1%. The observation group consisted of 47 schoolchildren with a body mass index (BMI) +1–2 SD the comparison group consisted of 156 children with a normal BMI at the age of 10–15 years. The groups were comparable in terms of sex and age (p=0.629–0.771). Analysis of background HVR indices revealed a decrease in the values of parameters characterizing the activity of the parasympathetic division of the autonomic nervous system (ANS), with a simultaneous increase in the indicators of the sympathetic division of the ANS in the observation group relative to the comparison group (p=0.001–0.023); similar results were obtained during the orthostatic test. The cumulative assessment of CIG indicates a lower activity of the parasympathetic division in the regulation of the state of rest and a greater activity of the sympathetic division of the ANS in response to a stress factor in children with an increased BMI value. The children of the observation group showed higher levels of malondialdehyde (p = 0.041), triglycerides (p

School anxiety depends on multiple factors that occur directly or indirectly in the teaching–learning process, such as going to the blackboard in class or reporting low grades at home. Other factors that influence school climate are social skills and coping strategies. That said, the aim of this research was to analyze the sources of school anxiety, coping strategies, and social skills in Italian secondary school students through an artificial neural network. For this purpose, a quantitative and ex post facto design was used in which the Inventory of School Anxiety (IAES), the Coping Scale for Children (EAN), and the Questionnaire for the Evaluation of Social Skills student version (EHS-A) were administered. The results showed that cognitive avoidance and behavioral avoidance coping strategies, together with the lack of social skills in students, are the variables that contributed the most to school anxiety scores in the artificial neural network. The conclusions revolve around the need to develop primary prevention programs.

Objective: School anxiety is a prevalent mental health concern that drives school-related disability among youth with chronic pain. The only available measure of school anxiety-the School Anxiety Inventory, Short Version (SAI-SV)-lacks content specificity for measuring school anxiety in pediatric pain populations. We aimed to refine the SAI-SV by obtaining qualitative data about unique school situations that are anxiety-provoking for youth with pain and characterizing the nature of symptoms experienced in these situations.Methods: Adolescents with chronic pain (n = 16) completed a semistructured interview focused on experiences with anxiety in school-related academic and social contexts. We employed thematic analysis to extend the empirical understanding of school anxiety from the perspective of patients suffering from pain and to generate new item content. The content was refined with iterative feedback from a separate group of adolescents with chronic pain (n = 5) and a team of expert pain psychologists (n = 3).Results: We identified six themes within the data and generated new items designed to capture anxiety related to negative interactions with teachers and peers, falling behind with schoolwork, and struggles with concentration and fatigue. Participants and experts rated new item content as highly relevant for use among youth with pain. The updated item bank was named the School Anxiety Inventory for Chronic Pain.Conclusions: Future research is needed to complete the psychometric evaluation of the item bank and finalize items to be included in a measure that can be used in research and clinical settings. Implications for treating school-related anxiety among youth with pain are also discussed. [ABSTRACT FROM AUTHOR]

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Virtual reality exposure therapy (VRET) is a promising treatment approach for anxiety disorders. However, while its efficacy has been demonstrated in adults, research on the efficacy of VRET in the treatment of adolescents with anxiety disorders is largely lacking., Objective: A pilot study was carried out to test whether exposure to a virtual reality (VR) school environment elicits state anxiety and autonomic arousal in adolescents with school anxiety (diagnoses covering social anxiety disorder or specific phobia involving school contexts). In addition, we examined whether repeated VR exposure led to a reduction in this fear response, trait school anxiety, and social anxiety symptoms. Moreover, the relationship of presence, the subjective sense of "being there," during VR exposure with anxiety measures and treatment response was examined., Methods: In a pilot study, 10 adolescents with school anxiety (age range 14 to 17 years) participated in five VRET sessions. Self-reported state anxiety, heart rate, and presence during exposure, as well as trait school anxiety and social anxiety before and after treatment, were measured., Results: The VR scenario induced state anxiety and autonomic arousal. After VRET, a significant reduction in state anxiety (η 2 =0.74) and social anxiety symptoms (d=0.82) as well as a trend toward a decrease in trait school anxiety were observed, while autonomic arousal did not change. In addition, presence during VR exposure was associated with state anxiety and treatment response., Conclusions: Our findings indicate the feasibility and potential effectiveness of VRET as a treatment method for symptoms of school and social anxiety in adolescents., (©Gesa Beele, Paula Liesong, Sabine Bojanowski, Kristian Hildebrand, Malte Weingart, Julia Asbrand, Christoph U Correll, Nexhmedin Morina, Peter J Uhlhaas. Originally published in JMIR Mental Health (https://mental.jmir.org), 05.11.2024.)

Relevance. The relevance of the study is due to the high significance of school anxiety in the formation of psychosomatic diseases and nervous disorders. Identification of risk factors for increased anxiety, one of which is low physical activity, is important for the timely organizing of preventive measures.The aim: to assess the characteristics of physical activity and school anxiety among schoolboys of secondary school and the cadet corps.Materials and methods. The observation group consisted of 47 schoolboys studying in a secondary general school at the age of 13–16; the comparison group consisted of 140 schoolboys of the cadet corps. The comparative assessment of physical activity bases on the analysis of the physical education implementation in educational organizations and the results of a survey according to the author’s questionnaire. A comparison was made of the parameters of bioimpedance analysis (BIA) of body composition, the content of cortisol and serotonin in the blood serum, and indicators of the Phillips school anxiety test.The results. Physical activity in the school system was limited to 3 hours per week, and in the additional education system there are only 14.9 % of schoolboys who devote 6–8 hours a week to sports, which is 3 times less than in the comparison group (46.4 %). Lower values of indicators of physical activity and body composition were found in secondary school boys relative to those in cadet corps (p = 0.015–0.038). The level of cortisol in the blood serum was 1.4 times higher, and the serotonin was 1.2 times less in schoolboys of the schools comparatively to cadets (p = 0.001–0.037). In secondary school schoolboys, relative to cadets, significantly 1.9–3.9 times more often increased values were recorded for the factor general anxiety at school, frustration of the need to achieve success, fear of self-expression, fear of the situation of testing knowledge, fear of not meeting the expectations of others, problems and fears in relations with teachers and general anxiety oppositely directed correlations of weak and moderate strength were established between the frequency and duration of physical education, BIA parameters, cortisol in the blood serum and factors of school anxiety.Conclusion. The values of the factors of school anxiety schoolboys of secondary general school are higher than in boys of the cadet corps and possibly they are associated with irregularity, relatively low duration of physical activity and the degree of development of metabolically active tissues.

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

School refusal is more prevalent in children on the autism spectrum than among their peers. The function of school refusal can be explored using the school refusal assessment scale-revised (SRAS-R) but its relevance to children on the spectrum has not been investigated. Parents of 121 children (M age 11.9 years) on the autism spectrum completed the SRAS-R and provided feedback on it applicability. Confirmatory factor analysis suggests unsuitability of the original four-factor structure proposed for neurotypical students. Only 41.7% of parents considered the questionnaire an adequate method for reporting on school refusal in children on the autism spectrum with the majority (90%) identifying additional questions to evaluate factors associated with school refusal in autism. [ABSTRACT FROM AUTHOR]

Since the three-dimensional theory, school anxiety is defined as a set of symptoms arising from three response systems. The objective of this study was to evaluate school anxiety responses in Chilean primary school students, during three consecutive years, to determine possible changes over time. To this end, 155 children from three different courses were included; they were evaluated for their level of school anxiety for three consecutive years. The instrument used for this was the School Anxiety Inventory for Primary Education (IAEB), which measures the cognitive, psychophysiological and motor anxiety responses. Analysis of variance of repeated measures was performed to determine temporal stability. The results indicated that the mean did not show statistically significant differences, maintaining school anxiety in these children over the three-year period, supporting the possibility that it appears as a stable symptom of the students, rather than responding to specific events in the environment. [ABSTRACT FROM AUTHOR]

The state of the problem regarding the introduction of innovative technologies in the educational process in the research of domestic and foreign scientists is analyzed. The positive impact of the introduction of these technologies using various methods and methods of training in biology lessons in 7 classes on cognitive activity and work of schoolchildren is shown. An increase in the level of cognitive activity and school performance was established, as well as, as a result, a decrease in the level of all factors of school anxiety of students. Research materials can be used in pedagogical activities in the teaching of biology in the 7th grade of the secondary school by teachers, as well as psychologists, students of pedagogical institutions of higher education. [ABSTRACT FROM AUTHOR]

Background: When the school climate is not ideal and coping skills for school situations are not strengthened in adolescents, school anxiety and stress may be manifested, potentially harming development and mental health during adulthood. This study aimed to analyze the predictive ability of school anxiety on elevated levels of stress in high-school students., Materials and Methods: This cross-sectional predictive study was conducted with 1588 students aged 12-18 (M = 14.82; SD = 1.86) years in 2023. The School Anxiety Inventory (SAI) and the Depression, Anxiety, and Stress Scale (DASS-21) were administered to the participants. An inferential data analysis method was applied. Specifically, binary logistic regression was used for data analysis. The influence of school anxiety on stress was examined using the odds ratio statistic., Results: The total score on school anxiety (OR = 1.02), the situational factors: anxiety about aggression (OR = 1.03), anxiety regarding social evaluation (OR = 1.02), anxiety about failure and school punishment (OR = 1.03), and anxiety about school evaluation (OR = 1.04), as well as the response systems: cognitive (OR = 1.04), behavioral (OR = 1.08), and psychophysiological (OR = 1.04), positively and significantly ( P = 0.000) influenced the high scores on stress., Conclusion: The results demonstrate the need to detect school anxiety in adolescents at an early state to intervene in both anxiety-provoking situations and responses and in the resulting high stress. Similarly, schools should promote mental health work and self-regulation to prepare students for adult life., Competing Interests: There are no conflicts of interest., (Copyright: © 2024 Journal of Education and Health Promotion.)

Background: Recent years have seen an increase in school refusal behavior among adolescents, potentially due to factors like excessive short-form video viewing, bullying, and school anxiety. Limited research has investigated how these factors contribute to school refusal behavior. This study used random forest regression, path analysis, and network analysis to identify key variables and pathways leading to school refusal behavior., Methods: In this cross-sectional questionnaire-based study, 2,056 (996 male, 1,060 female, mean age: 14.79 ± 1.24 years) middle and senior high school students were asked to complete the School Refusal Behavior Assessment questionnaire to assess school refusal behavior features, the Excessive Short-Form Video Viewing Scale as well as self-reported viewing times during leisure days to assess excessive short-form video viewing, the SNAP-IV Rating Scale to assess the severity of inattention symptoms, and the self-administered questionnaires to assess experiences of being bullied and school anxiety., Results: The prevalence of school refusal behavior in the surveyed adolescents was found to be 31.9% [95% confidence interval (CI): 29.8-33.9%]. In terms of significance, the severity of inattention symptoms exhibited the greatest predictive power, while excessive short-form video viewing accounted for the most variance. Path analysis revealed that excessive short-form video viewing not only directly affects school refusal behavior features but also does so indirectly through severity of inattention symptoms and school anxiety. Key bridge factors in this pathway include intense fear and anxiety associated with school attendance, manifesting as somatic symptoms and avoidance behaviors., Conclusion: The findings indicate that not only does excessive short-form video viewing directly influence school refusal behavior features in adolescents, but it also indirectly impacts these features through mechanisms involving severity of inattention symptoms and school anxiety. The bridge factors highlight potential targets for interventions among the SRB features and predictors., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Du, Wang, Wang, Liu, Li, Lv, Peng, Chang, Li, Liu, Liu, Yu and Li.)

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

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The aim of this study is to present a structural sample to forecast school anxiety according to a perception of the classroom environment with the mediation of coping styles in students. The research method is descriptive- correlational. The statistical society under study consists of all female students in second grade of high school at public schools in Tehran who were educating in 1395-96 educational year. Multistage Cluster Sampling method has been used in this study. This sample includes 480 female students in second grade of high school in Tehran. These students answered the Perception of Classroom Environment made by Fraser, Fisher and McRobie’s questionnaire (1996), Coping Styles of Andler and Parker (1990) questionnaire, school anxiety questionnaire by Abolma’ali & et al (1994). To analyze data and answer the study questions, structural equations modeling method was used which was studied to examine the casual relationship among latent variables. The results revealed that all of the seven components of perception of class environment (correlation, teacher support, class involvement, research, task orientation, cooperation, equanimity) with all of the four components of school anxiety (exam stress, fearing self-assertion and physiological reaction) were negatively correlated in 0.01 level. Also, a problem-focused style, negatively, and avoidance coping style and emotional coping style, positively, correlated with all of the four components of school anxiety at 0.01 level. Likewise, the results indicate that perception of classroom environment forecasts academic anxiety in female students with the mediation of coping styles.

The article presents results of an empirical study of the relationship between school anxiety and motivation of learning activity at the stage of adaptation in students of 5th classes.The study involved 82 students of Bryansk state school aged 10—11 years, 46 boys and 36 girls.The techniques used in the study included Phillips' school anxiety test and M.R.Ginsburg’s technique for studying learning motivation.The obtained data was analysed using the methods of mathematical statistics (Mann-Whitney criterion and Pearson's criterion).As it was revealed, play motives of learning activity are associated with fear of not meeting the expectations of others and with low physiological resistance to stress.Positional motives are correlated with an individual’s fear of self-expression, of not meeting the expectations of others, with problems and fears in relationships with teachers, with the general level of school anxiety, with learning and social motives.The results of the study can be used by school counselor to reduce school anxiety and increase learning motivation of schoolchildren.

Students with school attendance problems are a diverse and heterogeneous group whose patterns of symptomatology can change over time. This study aims to identify different school refusal behavior profiles and to determine whether these profiles differ from each other based on four situational factors and three response systems of school anxiety across gender. The participants were 1,685 Spanish students (49% female) aged 15–18 years (M = 16.28; SD =0.97). The School Refusal Assessment Scale-Revised (SRAS-R) and the School Anxiety Inventory (SAI) were administered. Latent profile analysis revealed five school refusal behavior profiles: Non-School Refusal Behavior, Mixed School Refusal Behavior, School Refusal Behavior by Positive Reinforcement, Low School Refusal Behavior, and High School Refusal Behavior. The results indicated that High School Refusal Behavior and Mixed School Refusal Behavior groups were the most maladaptive profiles since it obtained the highest mean scores on school anxiety. In contrast, Non-School Refusal and School Refusal Behavior by Positive Reinforcement groups revealed the lowest scores in school anxiety. Non-significant gender-based differences were found, only girls were more represented in the mixed school refusal behavior profile in comparison with boys but with a small effect size. Findings are discussed in relation to the importance of promoting good mental health to prevent school attendance problems in adolescents and younger ages.

Introduction: Studies show the effect of learning disability on school anxiety and students' shyness. The aim of this study was to determine the effectiveness of cognitive-behavioral play therapy on school anxiety and shyness in students with learning disabilities. Methods: In this study, quasi-experimental method and pre-test and posttest design with control group were used. The statistical population of this study included fourth and fifth grade male and female students of elementary school in Tehran who have math learning disabilities and have been referred to learning disability rehabilitation centers. From this population, 30 people were purposefully selected and randomly assigned to two experimental and control groups (15 each). School Anxiety Inventory (Phillips, 1978) and Shyness Questionnaire (Cruiser, 1995) were the research tools. The research findings were finally analyzed using SPSS software version 23 and covariance test at the level of 0.05. Results: Descriptive findings showed that the scores of the experimental group compared to the scores of the control group had a significant decrease in both school anxiety and shyness. The result of analysis of covariance showed that after removing the pre-test effect, the mean post-test scores of the two groups had a statistically significant difference (p <0.001). Conclusion: According to the results, this study shows that cognitivebehavioral play therapy has a positive effect on reducing school anxiety and shyness in students with learning disabilities. [ABSTRACT FROM AUTHOR]

This study examined whether social competence at the time of entrance to elementary school predicted school adjustment two years later. The sample consisted of 389 children followed from the 1st to the 3rd grade in Lithuanian urban schools. In the 3rd-grade school adjustment was measured by assessing popularity in class, student-teacher relationships, involvement in bullying, school anxiety, and academic achievement. All school adjustment variables assessed in the 3rd grade were linked to learning-related social competence, while the interpersonal aspect of social competence was related to all indicators of school adjustment except for involvement in bullying in the 3rd grade. Results of structural equation modeling indicated that learning-related social competence measured during the 1st year of schooling was the strongest predictor for academic achievement and teacher-student conflict in the 3rd grade, while interpersonal social competence was the strongest predictor of student-teacher closeness and social school anxiety two years later. [ABSTRACT FROM AUTHOR]

As aggressive behaviors emerge at early ages, is necessary to analyze this construct and its relationship with emotional variables as soon as possible to plan more effective interventions. This work has three main goals. First, to validate the scores of the Aggression Questionnaire Short Form (AQ-SF) in a random sample of 1202 Spanish children (M = 10.09, SD = 1.31, 51% girls), considering its factorial invariance across sex and age and possible differences as a function of these variables. Second, to identify aggression profiles based on the AQ-SF and, finally, to analyze possible differences in school anxiety based on these profiles. Confirmatory factor analysis supported the four-dimensional structure of the AQ-SF scores. Factorial invariance analysis of this model across sex and age confirmed that the model maintains the same structure in boys and girls and different age groups. Latent mean analysis identified significant sex and age differences. Five aggression profiles (High, Moderate High, High Physical, Moderate Low, and Low) were identified using latent profile analysis, and differential functioning of those profiles was found across the dimensions of school anxiety. Results show the adequacy of the AQ-SF scores in Spanish child population and provide relevant data to plan psychoeducational interventions. [ABSTRACT FROM AUTHOR]

This study sought to examine school anxiety and depression by parents' immigrant status and identify differences by region of birth and language proficiency. Data were used from the Early Childhood Longitudinal Study‐Kindergarten Cohort, a nationally representative and longitudinal study of students in the United States. The analytic sample included 6,156 youth. Linear regression models predicted school anxiety and depression of American eighth grade students from English proficiency and parents' region of birth. Controlling for demographic covariates, there was no significant difference in school anxiety or depression between youth with American‐born parents and those with parents born in any major world region. With the inclusion of an interaction between language proficiency and region of birth, children with limited English proficiency from Europe (B = 2.86, 95% CI = 2.16, 3.55), Central America (B = 1.52, 95% CI = 0.73, 2.31), Asia (B = 1.48, 95% CI = 0.55, 2.40), and South America (B = 0.85, 95% CI = 0.08, 1.61) had significantly heightened school anxiety compared to native‐English speakers with native‐born parents. When considering sources of school anxiety, it was revealed that over 60% of these youth worried about doing well in school. Future research should explore interventions to increase English proficiency and ease school‐related stress among children of immigrants. [ABSTRACT FROM AUTHOR]

The article describes the possible environmental approach for prevention of growth of school anxiety that was found in Russian students at the moment of transition from primary to secondary school. The authors present the content of the experimental study, which was attended by 213 children of the fourth and fifth years of school education. The author's model of the local personal-developmental educational environment in the fourth grades was implemented to prevent difficulties in the adaptation of fifth graders to secondary school, and prevention of the growth of school anxiety of pupils. For diagnostics of level of school anxiety the "Trait Anxiety Scale" of Prikhozhan was used. It is proved that the implementation of the environmental approach in the experimental classes prevents the growth of school anxiety in the transition to secondary school. The research materials can be used to solve the problem of continuity between the levels of school education. [ABSTRACT FROM AUTHOR]

Research on predictors of test anxiety has focused primarily on the role of psychological factors and the proximal environment. However, the role of the broader socio-ecological context, specifically, national income inequality, is seldom explored. The present study aimed to test whether national income inequality is associated with greater test anxiety and whether test anxiety is associated with lower academic achievement. We analyzed data from the 2015 Program for International Student Assessment (PISA), drawing on responses from 389,215 students nested in 51 countries. Multi-level structural equation modeling was used. Results indicated that students in more unequal countries experienced greater test anxiety and had lower levels of achievement. Test anxiety, in turn, was associated with lower academic achievement in reading, math, and science. However, test anxiety did not mediate the effects of income inequality on achievement nor did income inequality moderate the relationship between test anxiety and achievement. Taken together, the results of this study demonstrate the importance of taking socio-ecological factors such as income inequality into account when examining anxiety and achievement in academic settings. • Students in more unequal countries experienced greater test anxiety. • Students in more unequal countries had lower levels of achievement. • Test anxiety was associated with lower academic achievement. • Inequality did not moderate the test anxiety-achievement association. [ABSTRACT FROM AUTHOR]