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Suicide is a major public health concern, and university students are at higher risk of suicide than any other age group. The purpose of this study was to examine the prediction power of loneliness, academic anxiety, and academic procrastination on suicidality among university students. A cross‐sectional, correlational design was used to recruit 403 university students using the electronic survey format in Jordan. Data were collected regarding loneliness, academic anxiety, academic procrastination, and suicidality. A two‐step multiple hierarchical regression analysis was performed. Only 17.1% (n = 69) of students were at risk of suicide, low to moderate level of loneliness, moderate level and moderate to high level of academic procrastination of academic anxiety. The model that included the sociodemographic and the psychological factors was significant (F18,390 = 12.3, p < 0.001) where the total variance in suicidality was 37.3% (R2 = 0.373). Being a working student, being on psychotropic medication, romantic and family relationships domains of loneliness, and academic anxiety were found to be predictors of suicidality (p < 0.05). Suicide is a significant problem among university students. Mental health professionals and policymakers need to enhance the use and access to mental health services and seek psychological counselling to combat the increasingly observed phenomenon of suicide among young people. [ABSTRACT FROM AUTHOR]

As doctoral education evolves globally, the focus intensifies on doctoral candidates' academic performance and psychological well-being. Previous research has studied the effects of individual, societal, and environmental factors on students' academic achievements. However, there is still a lack of investigation into how these factors interact, especially in the domains of arts. This study surveyed 213 Chinese musicology doctoral students and adopted Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate how various factors affect academic and mental health outcomes. The analysis shows that factors including teacher support, student engagement, and well-being positively influence academic performance, while academic anxiety negatively impacts academic performance. Moreover, variables help diminish academic anxiety, encompassing self-efficacy, parental support, time management skills, and student engagement. Meanwhile, enhanced doctoral students' well-being is related to robust teacher support, facilitating conditions, and active student engagement. Notably, students who experience academic anxiety about their studies generally have lower well-being. These findings indicate that alleviating academic anxiety, refining academic resources, and reinforcing mental health supports can foster academic and psychological outcomes for doctoral students. Our study contributes vital empirical data to developing higher education policies, benefiting doctoral students' mental health and academic success. [ABSTRACT FROM AUTHOR]

Background: Academic anxiety in adolescents has been the subject of numerous research studies, and the effectiveness of various interventions and treatments has been examined so far. However, there has been no study to date that has specifically investigated the comparative effectiveness of enhancing executive functions and providing emotion regulation skills training in reducing academic anxiety among adolescent girls. Aims: The aim of the current research is to compare the effectiveness of training in enhancing executive functions and providing emotion regulation skills in reducing academic anxiety among adolescents seeking counseling at the Bonyad Shahid and Isar'at Foundation in Shahr-e Babol. Methods: The research employed a quasi-experimental design of pre-test and post-test with a nonequivalent control group. The statistical population for this study consisted of all 15 to 16-year-old female adolescents seeking counseling at the Bonyad Shahid and Isar'at Foundation in Shahr-e Babol during the academic year 2022-2023. A total of 45 individuals were selected based on availability and entry criteria, with 15 randomly assigned to the experimental group receiving executive functions enhancement training, 15 to the experimental group receiving emotion regulation skills training, and 15 to the control group. Data were collected using the Academic Anxiety Questionnaire (Albert & Haher, 1960). The executive functions enhancement training, adapted from Barkley (1997), comprised 10 sessions lasting 60 minutes each, while the emotion regulation skills training, based on Gross (2007), consisted of 10 sessions lasting 90 minutes each. Results: The results indicated that both executive functions enhancement training and emotion regulation skills training had a significant impact on academic anxiety. However, executive functions enhancement training was found to be more effective in reducing academic anxiety compared to emotion regulation skills training (p< 0.05). Conclusion: The study concludes that executive functions enhancement training, implemented through consistent and targeted exercises over time, can assist adolescents in strengthening their academic anxiety coping skills, thereby enhancing their academic success and daily life functioning. [ABSTRACT FROM AUTHOR]

Introduction: The impact of short-form video app addiction on academic performance, including academic anxiety and engagement, has not been adequately explored or addressed. Method: This study tested the effects of short-form video app addiction on academic anxiety and academic engagement and the mediating role of mindfulness in these relationships. The participants were 1,879 undergraduates in China who completed the Short-Form Video App Addiction Scale, Mindful Attention Awareness Scale, Academic Anxiety Sub-questionnaire of Academic Emotions Questionnaire, and Engagement Scales. Structural equation modelling (SEM) was used to analyse the data. Results: The results indicate that short-form video app addiction has significant positive effects on academic anxiety and negative effects on academic engagement. Furthermore, short-form video app addiction has significant indirect effects on academic anxiety and engagement via mindfulness. The proportions of the mediation effects are 19.23 and 51.85%, respectively. Discussion: The implications and limitations of this study are discussed. [ABSTRACT FROM AUTHOR]

Abstract Aim Explore the mediating role of cognitive emotion regulation strategies used by nursing students between academic anxiety and procrastination. Design: A descriptive correlational design was used. Setting: This study was carried out in the faculty of nursing at the University of Alexandria. Sample: The participants in this study were all students enrolled in emergency nursing during the second semester of the academic year 2021–2022 and a convenience sampling of 654 nursing students. The Sobel test was used as a statistical method to determine the significance of a mediation effect by assessing whether the relationship between perceived academic anxiety and procrastination was significantly reduced when cognitive emotion regulation was included, using coefficients and standard errors from regression models to calculate the test statistic. Tools: Academic Anxiety Scale, Academic Procrastination Scale, and Cognitive Emotion Regulation Questionnaire were used to collect data. Results The study found that 46.5% of students reported high anxiety levels, with 40.1% perceiving moderate anxiety and only 11.3% experiencing low anxiety. Moreover, 80.4% of nursing students showed moderate academic procrastination. There is a positive correlation between procrastination and academic anxiety, with Adaptive and maladaptive coping strategies mediating this relationship, according to the Sobel test. Conclusion Based on the results, it can be concluded that there is a complex causal and effect relationship between academic anxiety and procrastination. Nursing students may resort to academic procrastination as a means of coping. Therefore, reducing anxiety, correcting maladaptive behaviors, and enhancing adaptive cognitive and emotional regulation strategies could effectively reduce academic procrastination.

Aim: Explore the mediating role of cognitive emotion regulation strategies used by nursing students between academic anxiety and procrastination. Design: A descriptive correlational design was used. Setting: This study was carried out in the faculty of nursing at the University of Alexandria. Sample: The participants in this study were all students enrolled in emergency nursing during the second semester of the academic year 2021–2022 and a convenience sampling of 654 nursing students. The Sobel test was used as a statistical method to determine the significance of a mediation effect by assessing whether the relationship between perceived academic anxiety and procrastination was significantly reduced when cognitive emotion regulation was included, using coefficients and standard errors from regression models to calculate the test statistic. Tools: Academic Anxiety Scale, Academic Procrastination Scale, and Cognitive Emotion Regulation Questionnaire were used to collect data. Results: The study found that 46.5% of students reported high anxiety levels, with 40.1% perceiving moderate anxiety and only 11.3% experiencing low anxiety. Moreover, 80.4% of nursing students showed moderate academic procrastination. There is a positive correlation between procrastination and academic anxiety, with Adaptive and maladaptive coping strategies mediating this relationship, according to the Sobel test. Conclusion: Based on the results, it can be concluded that there is a complex causal and effect relationship between academic anxiety and procrastination. Nursing students may resort to academic procrastination as a means of coping. Therefore, reducing anxiety, correcting maladaptive behaviors, and enhancing adaptive cognitive and emotional regulation strategies could effectively reduce academic procrastination. [ABSTRACT FROM AUTHOR]

The present study investigated the relationship between smartphone distraction, academic procrastination, academic anxiety, and time management disposition. A total of 474 college students were recruited to complete a survey comprising measures of smartphone distraction, academic procrastination, academic anxiety, and time management disposition. The hypothesised moderated mediation model was tested using Model 4 and Model 15 of the PROCESS macro for SPSS. Results showed that smartphone distraction was positively and significantly correlated with academic anxiety (r = 0.40, p < 0.001) and academic procrastination (r = 0.42, p < 0.001). Academic procrastination mediated the relationship between smartphone distraction and academic anxiety. Time management disposition moderated the paths from academic procrastination and smartphone distraction to academic anxiety. The present study suggests that smartphone distraction could predict increased levels of academic procrastination, which could then lead to higher academic anxiety. However, the predicting effects in this mediation model could fluctuate across individuals with different time management dispositions. Further studies are needed to explore the mechanism of smartphone distraction using different methods. [ABSTRACT FROM AUTHOR]

Copyright of Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) is the property of Dinasti Publisher 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.)

Copyright of Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) is the property of Dinasti Publisher 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.)

This study investigated the roles of self-regulatory processes and perceived academic stress in the academic coping of Taiwanese university students, as well as the relationships of these variables to academic resilience and anxiety. Additionally, this study explored the moderating influence of self-criticism on the connections between mindfulness and academic coping. A total of 535 Taiwanese undergraduate students completed an online survey assessing the variables described above. The collected data were analyzed using regression techniques. The results showed that self-compassion abilities were identified as essential factors associated with engagement coping and academic resilience. There is also a link between students' engagement coping and academic resilience. Moderation analyses suggested that the adaptive effects of mindfulness on academic coping were only shown for students low in self-criticism. The findings from this study provide empirical support for the conceptual model of adaptive stress and coping processes [ABSTRACT FROM AUTHOR]

Due to the prevalence of academic anxiety among primary school students and its long-term effect on the physical and mental health, researchers have carried out a lot of research on it. According to the control-value theory of achievement emotions, this cross-sectional study sought to explore the relationship between students’ future orientation and academic anxiety, to reveal the mediating effect of achievement goal orientations, and to test gender difference. A total of 5,330 students in grades 4–6 from 8 primary schools in China were included in the questionnaire-based investigation. The results showed that (1) girls’ academic anxiety, master-avoidance, and performance-avoidance goal orientations were significantly higher than those of boys, while performance-approach goal orientation was significantly lower than those of boys; (2) future orientation significantly positively predicted academic anxiety; (3) achievement goal orientation played a mediating role between future orientation and academic anxiety; and (4) there was a significant gender difference in this mediating effect. The four areas of achievement goal orientations have a complete mediating effect on academic anxiety for boys, but the master-approach and master-avoidance goal orientations play a partial mediating role between future orientation and academic anxiety for girls. This study contributes to deep understanding of academic anxiety among Chinese pupils, and implications for academic emotions research and educational practice.

The increasing challenges faced by students in learning mathematics, particularly in managing academic anxiety and emotional stress, highlight the need for innovative teaching methods that not only focus on cognitive skills but also foster emotional intelligence. This study aims to investigate the role of Project-Based Learning (PBL) in enhancing students' emotional intelligence, specifically within the context of mathematics education. The research employs a literature review approach, synthesizing findings from various studies to explore how PBL influences emotional and social development alongside academic performance. The findings reveal that PBL significantly improves students' self-awareness, emotional regulation, and social skills by fostering a collaborative learning environment where real-world problems are solved in teams. However, the study also identifies challenges in PBL implementation, such as the complexity of project design and insufficient teacher training in integrating emotional intelligence into mathematics learning. Addressing these challenges through targeted teacher training is essential to fully realize the potential of PBL. The conclusion emphasizes that PBL not only enhances cognitive and emotional development but also promotes educational equity by narrowing academic achievement gaps among students from diverse socio-economic backgrounds.

Since the launch of ALDinHE’s Health Community of Practice (CoP) in 2021, members have been sharing practice ideas and resources via monthly activities. One activity that stimulated particular interest related to the topic of psychological barriers to student learning (i.e. low confidence, anxiety, perfectionism and imposter syndrome) and how, as learning developers, we might address these. Although healthcare students may be particularly vulnerable to these kinds of issues (Bogardus et al., 2022), they are on the rise among all students (Curran and Hill, 2019). Therefore, it is pertinent to consider how they infiltrate learning development practice and how they can best be supported. The purpose of this workshop was firstly, to explore the professional boundary issues that this may raise, and secondly, to share and explore practice possibilities. This involved showcasing ideas from the aforementioned Health CoP activity and drawing on relevant research. In doing so, we aimed to open up a wider discussion about how learning development spaces can foster emotional growth and provide takeaways that participants can apply to their own practice.

While family functioning is crucial to adolescent developmental outcomes, the mediating role of spirituality in the relationship between family functioning and academic-related outcomes of adolescents has been sparsely explored, particularly in non-Western contexts. To address this gap, based on a short-term longitudinal study, we examined the influence of family functioning on the academic values and academic anxiety of 4,981 Chinese adolescents in Sichuan, China, with spirituality as the mediator. We gathered data from students aged 11 and above at Wave 1 and at six months later (Wave 2). Analysis utilizing structural equation modeling indicated that prior family functioning positively and negatively predicted subsequent academic values and academic anxiety respectively, with spirituality as a significant mediator. Theoretically, this study helps to build up a conceptual model on how family functioning and spirituality of adolescents shape academic values and academic anxiety of adolescents. Practically, the present findings highlight the significance of enhancing family functioning and adolescent spirituality to help adolescents strive for academic success. [ABSTRACT FROM AUTHOR]

This longitudinal research, grounded in Bandura's social cognitive theory, examined the cross-lagged relations between mathematics self-efficacy (MSE) and mathematics achievement (MACH), and tested how mathematics anxiety (MA) moderated these relations. Data from 777 Taiwanese seventh-graders on MSE, MA, and MACH were collected at multiple points throughout a school year. Structural equational modeling showed that (a) MSE and MACH were bidirectionally related over time, and (b) MA moderated the reciprocal relations between MSE and MACH. Specifically, lower MA amplified the positive association of MSE on MACH (i.e., students with lower MA and higher MSE scored higher in MACH), while higher MA attenuated the positive association. Conversely, higher MA boosted the positive association of MACH on MSE (i.e., students with higher MA and higher MACH reported higher MSE), whereas there was no such pattern among students with lower MA. These findings corroborate the reciprocal MSE-MACH interplay and underscore MA's intriguing role in shaping learning trajectories depending on pathways between MSE and MACH. [ABSTRACT FROM AUTHOR]

The Academic Anxiety Scale (AAS; Cassady, 2022; Cassady et al., 2019) is a measure of the construct academic anxiety, which is a generalized representation of anxieties experienced by learners in educational settings. Academic anxiety has been identified as a preclinical indicator of anxiety that provides important predictive utility to clinical symptomologies such as anxiety and depression but also serves as a more inclusive representation than other commonly studied anxieties in academic contexts (e.g., test anxiety, reading anxiety, math anxiety). Latent Class Analyses were employed to identify severity levels for learners completing the AAS, which revealed four classes of learners characterized by levels of academic anxiety: Non-Anxious, Mild Academic Anxiety, Moderate Academic Anxiety, and High Academic Anxiety. Descriptions of the characteristics of the four classes of learners as well as the potential utility for using the AAS in a universal screening context are discussed. [ABSTRACT FROM AUTHOR]

Objective: Thesis writing is considered a difficult task for many Indonesian students, often accompanied by anxiety, stress, depression, and panic. Students who experience academic anxiety will experience maladaptive cognitive, affective, psychological, and behavioral conditions. Currently, mental health counselors/psychologists/psychiatrists/therapists face increasing demands for rapid solutions, reflecting the instant expectation of developing times. Therefore, this study aimed to provide “Rapid Counseling” with single-session music therapy (RC-SSMT) as an intervention service. Method: A case report of a 20-year-old female student experiencing thesis-related anxiety was presented. Results: The result showed the effectiveness of implementing RC-SSMT in reducing the scales of anxiety about thesis. Significance of results: The application of RC-SSMT effectively reduced anxiety in young women, providing an alternative for mental health professionals working with client experiencing thesis-related anxiety.

Jiahui Zhang,&ast; Youlai Zeng&ast; Department of Education, Liaoning Normal University, Liaoning, Dalian, 116029, People’s Republic of China&ast;These authors contributed equally to this workCorrespondence: Youlai Zeng, Email 382765058@qq.comBackground: College students are the backbone of future national construction and shoulder the hope of the future development of the country and the nation. Smartphone addiction among college students will not only affect their own mental health and learning attitude, but it will also significantly affect their future academic achievement, academic emotion and academic engagement. However, the relationship between academic anxiety and academic control and academic achievement, as well as their internal mechanisms and boundary conditions, has received little attention. The purpose of this study is to examine whether and how smartphone addiction influences academic achievement.Purpose: This study aims to explore the mechanistic role of academic anxiety and academic control in the influence of smartphone addiction on academic achievement in college students, and hopes that the results can guide education and teaching.Methods: A sample of N=2097 participants, this study evaluated the relationship between smartphone addiction, academic control, academic anxiety and academic achievement among college students, and the participants filled in the college students’ smartphone addiction scale, academic control questionnaire, academic anxiety questionnaire and grade points.Results: (1) There is a significant negative correlation between smartphone addiction and academic achievement; (2) academic anxiety serves as a complete mediator in the relationship between smartphone addiction and academic achievement; (3) the interaction between smartphone addiction and academic control moderates academic anxiety, with higher levels of academic control associated with a weaker impact of smartphone addiction on academic anxiety; (4) academic control also moderates the mediating role of academic anxiety between smartphone addiction and academic achievement, demonstrating a moderated mediating effect.Conclusion: Smartphone addiction had negative direct effect on academic achievement, as well as completely mediating effect through academic anxiety. Academic control moderated the relationship between of smartphone addiction and academic anxiety. This study enriches the research on the relationship between smartphone addiction and academic achievement in theory, and has important guiding significance for education and teaching in practice.Keywords: smartphone addiction, academic anxiety, sense of academic control, academic achievement

As doctoral education evolves globally, the focus intensifies on doctoral candidates’ academic performance and psychological well-being. Previous research has studied the effects of individual, societal, and environmental factors on students’ academic achievements. However, there is still a lack of investigation into how these factors interact, especially in the domains of arts. This study surveyed 213 Chinese musicology doctoral students and adopted Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate how various factors affect academic and mental health outcomes. The analysis shows that factors including teacher support, student engagement, and well-being positively influence academic performance, while academic anxiety negatively impacts academic performance. Moreover, variables help diminish academic anxiety, encompassing self-efficacy, parental support, time management skills, and student engagement. Meanwhile, enhanced doctoral students’ well-being is related to robust teacher support, facilitating conditions, and active student engagement. Notably, students who experience academic anxiety about their studies generally have lower well-being. These findings indicate that alleviating academic anxiety, refining academic resources, and reinforcing mental health supports can foster academic and psychological outcomes for doctoral students. Our study contributes vital empirical data to developing higher education policies, benefiting doctoral students’ mental health and academic success.

While family functioning is crucial to adolescent developmental outcomes, the mediating role of spirituality in the relationship between family functioning and academic-related outcomes of adolescents has been sparsely explored, particularly in non-Western contexts. To address this gap, based on a short-term longitudinal study, we examined the influence of family functioning on the academic values and academic anxiety of 4,981 Chinese adolescents in Sichuan, China, with spirituality as the mediator. We gathered data from students aged 11 and above at Wave 1 and at six months later (Wave 2). Analysis utilizing structural equation modeling indicated that prior family functioning positively and negatively predicted subsequent academic values and academic anxiety respectively, with spirituality as a significant mediator. Theoretically, this study helps to build up a conceptual model on how family functioning and spirituality of adolescents shape academic values and academic anxiety of adolescents. Practically, the present findings highlight the significance of enhancing family functioning and adolescent spirituality to help adolescents strive for academic success.

Background: Academic procrastination as an educational problem affects all aspects of the educational system. students with procrastination experience problems in other psychoanalytical aspects. Although the literature of the current research has addressed academic procrastination, influential variables such as academic anxiety and social responsibility have been neglected. Aims: The aim of this study was to evaluate the structural equation model of explaining academic procrastination based on the perception of the learning environment and social responsibility with the mediating role of academic anxiety. Method: The method of the present research was applied in terms of purpose and in terms of method, structural equation modeling (path analysis). The statistical population of the research included all the students of Babol Noshirvani University of Technology in the academic year of 2021-2022, Among them, 350 people were selected by random cluster sampling, and they completed the questionnaires of academic procrastination (Solomon & Rothblum, 1984), academic achievement anxiety (Alpert & Haber, 1960), perception of the learning environment (Roff et al., 2001) and responsibility (Kordlow, 2014). Data analysis was done using Pearson correlation methods, structural equation modeling and with the help of SPSS-19 and AMOS-20 software. Results: The results showed that the variables of perception of the learning environment (-0.35 and -0.21), and responsibility (0.22 and -0.13) had direct and significant effects on academic procrastination and academic anxiety, respectively (P

Shengchen Chen,1 Weihua Wang2 1School of Business Administration, Gyeongsang National University, Jinju, South Korea; 2School of Business Administration, Anhui University of Finance and Economics, Bengbu, People’s Republic of ChinaCorrespondence: Weihua Wang, School of Business Administration, Anhui University of Finance and Economics, Bengbu, People’s Republic of China, Tel +86-552-3171001, Fax +86-552-3175978, Email wwh1999@live.cnPurpose: The objective of this study is to investigate the underlying mechanism connecting internet addiction and academic anxiety, with the aim of assisting higher education professionals and administrators in developing comprehensive solutions to effectively mitigate the systemic risks associated with these issues.Patients and Methods: This study utilizes the smart data collection instrument of Wenjuanxing to gather data from 270 Chinese college students through an online questionnaire survey. Through building and analyzing a structural equation model that consists of four latent variables, such as internet addiction, relational psychological contract, transactional psychological contract, and academic anxiety. The study analyzed the fundamental characteristics of the transformation mechanism of Internet addiction and academic anxiety. It specifically focused on conducting a mediating effects test of the psychological contract variable to validate the significant role of both relational psychological contract and transactional psychological contract in this transformation mechanism.Results: First, the study found that internet addiction (β=0.094; p=0.179) cannot directly impact academic anxiety. It can only influence academic anxiety through the mediating effects of the relational psychological contract (β=0.088; p=0.022) and the transactional psychological contract (β=0.123; p=0.003), with the latter having a more significant impact. Second, the destructive effect of Internet addiction on relational psychological contracts (β=− 0.496; p< 0.001) is greater than that on transactional psychological contracts (β=− 0.476; p< 0.001). Third, compared to the weakening of the relational psychological contract (β=− 0.177; p=0.017), the weakening of the transactional psychological contract (β=− 0.258; p=0.001) has a more significant impact on college students’ academic anxiety.Conclusion: This study shows that the weakening of the corresponding psychological contract is the key link for the development of Internet addiction into academic anxiety. Stabilizing the psychological contracts at the psychological level of college students can help suppress the vicious transformation process from internet addiction to academic anxiety, ensuring students’ mental health and reducing systemic risks in educational work.Keywords: internet addiction, academic anxiety, customer satisfaction, relational psychological contract, transactional psychological contract

The present study investigated the relationship between smartphone distraction, academic procrastination, academic anxiety, and time management disposition. A total of 474 college students were recruited to complete a survey comprising measures of smartphone distraction, academic procrastination, academic anxiety, and time management disposition. The hypothesised moderated mediation model was tested using Model 4 and Model 15 of the PROCESS macro for SPSS. Results showed that smartphone distraction was positively and significantly correlated with academic anxiety (r = 0.40, p < 0.001) and academic procrastination (r = 0.42, p < 0.001). Academic procrastination mediated the relationship between smartphone distraction and academic anxiety. Time management disposition moderated the paths from academic procrastination and smartphone distraction to academic anxiety. The present study suggests that smartphone distraction could predict increased levels of academic procrastination, which could then lead to higher academic anxiety. However, the predicting effects in this mediation model could fluctuate across individuals with different time management dispositions. Further studies are needed to explore the mechanism of smartphone distraction using different methods.

Aim and Background: Considering that anxiety, especially test anxiety, has a decisive role in people's learning and performance, the investigation of factors affecting it has been discussed by researchers, therefore; The aim of the current research is to provide a model of exam anxiety based on thinking styles and learning styles with the mediation of academic self-efficacy. Materials and Methods: The current research method is descriptive and correlational. For the research, a sample size of 400 people was selected in a multi-stage cluster. To collect information from Ahvaz Anxiety Scale Questionnaire, Learning Styles Questionnaire (ILS), Sternberg and Wagner's list of thinking styles and Scherer's general self-efficacy questionnaire were used. Path analysis method and Imus program were used to analyze the findings. Findings: The results of the path analysis showed that learning styles and thinking styles play a predictive role on test anxiety with the mediation of self-efficacy. Conclusion: It seems that the presented model has a good fit and both learning styles and thinking styles have a decisive role on exam anxiety with the mediation of test anxiety.

This opinion piece discusses the importance of positive reframing as a tool for Learning Development (LD) tutors to use in one-to-one tutorials. The piece emphasises the impact of positive reframing on students’ confidence with their academic skills. The piece will explore the theoretical background of positive reframing, deriving from cognitive restructuring. Connecting positive reframing to the PERMA model highlights its potential in enhancing academic focus. It will then introduce two approaches for using positive reframing in tutorials, emphasising the importance of authenticity in communication. The opinion piece concludes by encouraging LD tutors to consider incorporating positive reframing into their session to benefit both students and LD tutors.

Introduction: Academic misconduct among graduate students poses a significant challenge in graduate education. This study aims to explore the impact of innovative behavior on graduate student academic misconduct and its underlying mechanisms. Methods: A survey was conducted on 677 graduate students currently enrolled in Beijing universities to assess their innovative behavior, academic misconduct, academic anxiety, employment confidence, educational levels, among other factors. The study analyzed the mediating roles of academic anxiety, employment confidence, and educational levels in the relationship between innovative behavior and graduate student academic misconduct. Results: Graduate student innovative behavior exerts a negative predictive effect on academic misconduct, with a stronger emphasis on innovative behavior associated with a reduced likelihood of academic misconduct. Academic anxiety plays a mediating role in the relationship between graduate student innovative behavior and academic misconduct. Educational levels and employment confidence each play moderating roles in the latter stages of the mediation effects concerning graduate student innovative behavior, academic anxiety, and academic misconduct. Conclusion: This study reveals the mediating role of academic anxiety in the relationship between innovative behavior and graduate student academic misconduct. It also identifies the moderating roles of employment confidence and educational levels. These findings deepen our understanding of the relationship between innovative behavior and graduate student academic misconduct and are conducive to preventing such misconduct among graduate students. [ABSTRACT FROM AUTHOR]

Background: Academic procrastination as an educational problem affects all aspects of the educational system. students with procrastination experience problems in other psychoanalytical aspects. Although the literature of the current research has addressed academic procrastination, influential variables such as academic anxiety and social responsibility have been neglected. Aims: The aim of this study was to evaluate the structural equation model of explaining academic procrastination based on the perception of the learning environment and social responsibility with the mediating role of academic anxiety. Method: The method of the present research was applied in terms of purpose and in terms of method, structural equation modeling (path analysis). The statistical population of the research included all the students of Babol Noshirvani University of Technology in the academic year of 2021-2022, Among them, 350 people were selected by random cluster sampling, and they completed the questionnaires of academic procrastination (Solomon & Rothblum, 1984), academic achievement anxiety (Alpert & Haber, 1960), perception of the learning environment (Roff et al., 2001) and responsibility (Kordlow, 2014). Data analysis was done using Pearson correlation methods, structural equation modeling and with the help of SPSS-19 and AMOS-20 software. Results: The results showed that the variables of perception of the learning environment (-0.35 and -0.21), and responsibility (0.22 and -0.13) had direct and significant effects on academic procrastination and academic anxiety, respectively (P<0.05). Also, academic anxiety (0.27) had a direct and significant effect on academic procrastination (P<0.01). The results also showed that the two variables of perception of the learning environment (-0.13) and responsibility (-0.12) had an indirect and significant effect on academic procrastination. Conclusion: Based on the results of this study, all three variables of academic anxiety, perception of learning environment, and responsibility had significant direct and indirect effects on academic procrastination. This model showed that it can be a suitable model for reducing academic procrastination and academic anxiety and strengthening the learning environment and responsibility of students. Also, conducting the more studies with larger sample size could be helpful. [ABSTRACT FROM AUTHOR]

Background: Academic anxiety revolves around scholastic work and performance and can be detrimental to students' health and overall subjective well-being. It has been found to be significantly high in adolescents, leading to consequences that prove to be detrimental to their academic performance, focus, and overall self-esteem. This phenomenon acts as a vicious cycle impacting all aspects of a student's life. Method: The current study aimed to explore mindfulness-based intervention (MBI) as a possible option to deal with academic anxiety in rural adolescent students and improve their overall subjective well-being. A total of 600 students were screened for academic anxiety and a total of 47 students were subjected to an eight-week MBI. MBI aims to bring more present-moment awareness and cultivate overall well-being and thereby works against anxiety. Mixed repeated measures ANOVA was carried out to compare pre, post, and follow-up scores. Result: The results indicated a significant effect of MBI on adolescents, suggesting a significant decline in academic anxiety from pre-to-post and an increase in mindfulness and subjective well-being from pre-to-post and follow-up assessments. Conclusion: Academic anxiety and subjective well-being improved significantly with the MBI intervention, thereby implication that MBI is a feasible option for rural adolescents with academic anxiety. [ABSTRACT FROM AUTHOR]

The aim of this research was to analyze academic anxiety studies in the literature using the thematic review method and to determine the current trend in this field. In the research, a meta-synthesis study was carried out including 61 studies, 3 of which were theses and 58 were articles, published between 1981-2021. The studies used in the research were accessed in Dissertations and Theses Global-Proquest, Eric-EBSCOhost, MEDLINE, Science Direct, Scopus, SpringerLink, Taylor and Francis Online, Wiley, ULAKBIM, YÖK Thesis Center and Google Scholar databases. Published articles or theses about determining the nature of academic anxiety in the literature were included in the study. In the examined studies, the relationship of academic anxiety with more than one variable was investigated and it was determined that most studies focused on examining the differences based on demographic variables. The survey model was the most frequently chosen research method, and qualitative research methods were not sufficiently used. The studies examined were carried out mostly by using the questionnaire method in high school level age groups and sample groups of 101-300 people. Therefore, in order to carry out new studies with larger working groups, to examine the academic anxiety of students at higher education level and to carry out reviews, scale development or adaptation studies for higher education students are needed. In addition, there was a limited number of experimental studies conducted about reducing student academic anxiety. Survey and relational based quantitative research needs to be supported by experimental methods.

This resource showcase session will demonstrate the output from a research project which was presented at ALDinHE conference online last year. The research looked at the experience of Chinese postgraduate students in three areas: student participation, academic anxiety and belonging. The session will briefly outline our project and how we worked with the students to produce the videos. The project used a strengths-based approach (Rapp, Saleebey and Sullivan, 2005) whereby students shared their own strengths and resources to create a successful outcome. The only input from staff was to book rooms and source equipment. The students met and worked on the videos themselves, making editorial decisions and doing all the production. At the end of the summer, three videos were produced which focused on the three research themes. During the session I will play the videos and get feedback from participants on how to work collaboratively with students and on the use of the videos with international students to support their transition into UK HE.

Education is the process of learning that runs through a person's entire life, from birth to death. It can also be said that education is a social process that encourages people to engage in developmental activities. Academic stress and anxiety can be caused by the learning process. The present study was conducted to find out the factors influencing academic stress and anxiety among 1200 school going girls (600 each for stress and anxiety) in Sagar, Madhya Pradesh, India. A pre-tested semi-structured questionnaire, focus group discussion and observation tool were used for collecting information and a standardized psychological instrument was used for assessing academic stress and anxiety. The present study shows that in addition to studies, family problems, domestic violence, emotional peer pressure and health problems have a significant impact on academic stress and anxiety. More attention should be paid to understanding the need for a studentand teacher friendly environment at school as well as a positive environment at home so that students' academic stress and anxiety can be reduced. [ABSTRACT FROM AUTHOR]

Drawing up the control-value theory, the present study attempted to understand the relationships among Chinese secondary school students’ English learning anxiety, behavioural engagement, and English performance. A total of 230 (113 males, 117 females) English as a foreign language (EFL) learners from one Chinese secondary school completed the academic anxiety scale and behavioural engagement scale. Participants final examination scores measured their English achievement. Structural equation model (SEM) analyses demonstrated that EFL-related anxiety could directly affect EFL achievement and indirectly via the mediator of behavioural engagement. EFL-related anxiety was able to explain 44.9% of the variance in behavioural engagement and 22.6% of the variance in English achievement. Implications for English education and limitations and directions for future studies are discussed.

This study was undertaken to examine the relationship between theory of mind and academic anxiety mediated by motivational learning strategies among a group of high school students. The present study had a descriptive, correlational design. The statistical population of the study included all female 9th graders studying in public high schools in Qaemshahr in 2019-2020 school year. The sample size was determined based on the number of observed variables and allocation of coefficient 20 for each observed variable (11 variables). Considering the probability of incomplete questionnaires, the sample size was determined to be 300 and the sample was drawn using two-stage cluster sampling method. The research instruments included Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990), Achievement Anxiety Test (Alpert & Haber, 1960), and Theory of Mind Test (Steerneman, 1999). Structural equation modeling was performed to analyze the data. The results revealed that theory of mind and motivational learning strategies exerted significant, direct effects on academic anxiety. In addition, motivational learning strategies played a mediating role in the indirect link between theory of mind and academic anxiety. In general, the research model was approved and the research variables could predict 62% of variance in academic anxiety. The present study underscores the importance of cognitive factors such as theory of mind and motivational learning strategies in explaining academic anxiety.

Objective: This study aims to investigate the relationship and mechanisms of action among academic stress, academic anxiety, academic self-efficacy, and academic burnout among adolescents. Methods: A study of 929 Chinese adolescents (53.71% males, mean age = 11.94 years, SD = 0.77) was conducted using the Study Stress Questionnaire, Academic Anxiety Subscale, Junior Middle School Students’ Learning Weariness Scale, and the Academic Self-efficacy Questionnaire. Results: ①Academic stress was significantly and positively correlated with academic anxiety and academic burnout, and significantly and negatively correlated with academic self-efficacy. ②Academic anxiety partially mediated the relationship between academic stress and academic burnout. ③Academic selfefficacy significantly moderated the direct effect of academic stress on academic burnout, and higher academic self-efficacy could buffer the negative effect of academic stress. ④Academic self-efficacy significantly moderated the second half of the mediated model’s path (academic anxiety → academic burnout), that is, low academic self-efficacy amplified the risk effect of academic anxiety on academic burnout. Conclusion: Academic anxiety partially mediates the relationship between academic stress and academic burnout, and this mediating role is moderated by academic self-efficacy. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to model the structural relationships between academic adjustment and mindfulness with the mediating role of academic hope emotion and academic anxiety emotion. This research adopted a descriptive correlational design using the structural equation modelling. The statistical population included all secondary school female students in Bushehr in 2022-2023 from among, based on Cochran's formula and Random clustering sampling method, 256 people were selected. In order to examine the research variables, the mindfulness scale of Drotman et al. (2018), the compatibility questionnaire of Sinha and Singh (1993), and Pekrun et al. (2002)'s academic excitement scale were used. The structural equation modeling method was used to analyze the data. The findings showed that the research model has a good fit with the collected data. The findings indicated that the structural relationship between academic adjustment and mindfulness with the mediation of academic hope emotion and academic anxiety emotion had an optimal fit. The findings showed that mindfulness can predict academic adjustment either indirectly through the emotion of academic hope and emotion of academic anxiety. In general, the findings of the current research show the role of emotion of academic hope and the emotion of academic anxiety in the relationship between mindfulness and academic adjustment. Thus, it can be concluded that in order to increase the academic adjustment of students, it is required to pay attention to their mindfulness, academic hope, and academic anxiety. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic, which is a global health emergency, has potentiality had a serious impact on students' mental health. An online cross-sectional survey design that included 534 senior year college students from South India revealed a significant and direct positive effect of the fear of a third wave of COVID-19 on academic anxiety which in turn showed a significant and direct positive effect on COVID-19 burnout. Academic anxiety was also found to mediate the relationship between the fear of a third wave of COVID-19 and subsequent cases of burnout. The study suggested measures to be taken by policy makers for the broader interest and wellbeing of student communities. Managerial implications, limitations and future studies were also examined in the paper. [ABSTRACT FROM AUTHOR]

The aim of this research was to analyze academic anxiety studies in the literature using the thematic review method and to determine the current trend in this field. In the research, a meta-synthesis study was carried out including 61 studies, 3 of which were theses and 58 were articles, published between 1981-2021. The studies used in the research were accessed in Dissertations and Theses Global-Proquest, Eric-EBSCOhost, MEDLINE, Science Direct, Scopus, SpringerLink, Taylor and Francis Online, Wiley, ULAKBIM, YÖK Thesis Center and Google Scholar databases. Published articles or theses about determining the nature of academic anxiety in the literature were included in the study. In the examined studies, the relationship of academic anxiety with more than one variable was investigated and it was determined that most studies focused on examining the differences based on demographic variables. The survey model was the most frequently chosen research method, and qualitative research methods were not sufficiently used. The studies examined were carried out mostly by using the questionnaire method in high school level age groups and sample groups of 101-300 people. Therefore, in order to carry out new studies with larger working groups, to examine the academic anxiety of students at higher education level and to carry out reviews, scale development or adaptation studies for higher education students are needed. In addition, there was a limited number of experimental studies conducted about reducing student academic anxiety. Survey and relational based quantitative research needs to be supported by experimental methods. [ABSTRACT FROM AUTHOR]

This paper reports on a research project which took place at a university in the North of England during the academic year 2021-22. As a small team of discipline-based Academic Skills Tutors, we provide weekly two-hour classes for PGT Education students. Classes focus on giving students the tools to develop their academic and communication skills. The aim of our research was to find out about students' interaction and participation, levels of academic anxiety, and sense of belonging. To gather students’ views, we conducted an online survey which was sent to all students, and we ran three focus group sessions. We then presented the results to students and asked them if they would like to participate in a video project in which their experiences were captured, with a view to creating a resource for incoming PGT students to support their transition to postgraduate study in the UK. The project produced three short videos, each of which picks up one of the themes of the research (participation, academic anxiety and belonging). This paper first presents our research findings on the three themes: student interaction and participation, academic anxiety and students' sense of belonging. It then reflects on the process of producing the student-led video project.

Encouragement is an important concept of Adlerian psychology and refers to the expression of confirmation through language or other symbolic illustration to instill courage in a person within the context of addressing a challenging situation or recognizing a potential. Receiving encouragement would enhance social connectedness, academic performance, motivation and self-efficacy in students. The present study aimed to investigate the effectiveness of encouragement training on academic anxiety and school connectedness in female high school students. The study was a pretest-posttest control group quasi-experimental design. Statistical population included all female students of the 10th grade of high school in Baharestan Education District 1 (Iran) in 2022. Participants were 30 female students were selected by accessible sampling and randomly assigned to in experimental and control groups (15 people in each group). Participants responded to Beatty and Brew student sense of connectedness with school scale (2005) and Abolghasemi et al.'s academic anxiety scale (1996). The experimental group received eight one-hour sessions of self-encouragement training and the control group did not receive any training. Data were analyzed by univariate and multivariate analysis of covariance. The results indicated that encouragement training decreased academic anxiety and increased students' school connectedness (p

Background: A systematic review of research suggests that different variables affect the explanation of adolescent academic anxiety, but the role of mind theory and compatibility have been neglected as an integrated model. Aims: The purpose of this study was to evaluate the structural equation model of academic anxiety explanation of female adolescents based on mind theory with the mediating role of compatibility. Method: The present study was a descriptive correlation and structural equations. The statistical population of the present study consisted of all ninth grade female adolescents in the first secondary schools during 2019-2020 in Ghaemshahr. In this study, 300 people were selected by two-stage cluster sampling to determine the sample size. Sinha and Singh’s (1993) Student Compatibility Questionnaire, Albert and Haber’s (1960) Academic Achievement Anxiety Questionnaire, and Stirman's Mind Theory (1994) were used for data collection. Structural equations with SPSSV18 and AMOSV23 software were used to analyze the data. Results: The results showed that the variables of mind theory and compatibility have a direct and significant effect on academic anxiety (P

Yunzhu Wu,1 Fei Xie,2 Ruichen Jiang1 1School of Teacher Education, Anqing Normal University, Anqing, 246133, People’s Republic of China; 2School of Foreign Languages, Anqing Normal University, Anqing, 246133, People’s Republic of ChinaCorrespondence: Ruichen Jiang, School of Teacher Education, Anqing Normal University, Anqing, 246133, People’s Republic of China, Email 1811516004@sus.edu.cnPurpose: The novel coronavirus disease 2019 (COVID-19) pandemic has become a challenge for adolescents in China. This study aimed to explore the relationship between academic anxiety and self-esteem in Chinese candidates preparing for the college entrance examination during the COVID-19 pandemic and to examine the mechanism of mediating effect of self-regulated learning ability.Methods: A cross-sectional study was conducted among 293 college entrance examination candidates (including 170 females) from two middle schools in China using a voluntary, web-based, and anonymous questionnaire implemented via the Questionnaire Star app during COVID-19 prevalence in 2020.Results: This study found that 1) students in the high and low academic anxiety groups had different levels of self-regulated learning ability and self-esteem, 2) the academic anxiety, self-regulated learning ability, and self-esteem levels of students were significantly correlated and 3) after controlling the two independent variables of gender and subject type, academic anxiety had a significant negative predictive effect on self-esteem, and self-regulated learning ability played a mediating role between academic anxiety and self-esteem, where the mediating effect was 18.6%.Conclusion: Based on the observations of the present study, self-regulated learning capacity was a mediator between academic anxiety and self-esteem. These findings suggest an underlying process by which low academic anxiety may increase self-esteem in candidates preparing for the college entrance examination by increasing self-regulated learning ability.Keywords: academic anxiety, self-esteem, self-regulated learning ability

Background: Many studies (especially cross‐sectional ones) have shown signicant links between two of these three constructs‐achievement, self‐concept and anxiety. Objectives: Unlike past longitudinal studies that examined only two of these three constructs, this study examines all three, grounded in self‐determination theory, control‐value theory and transactional theory of anxiety. Methods: Chinese secondary school students (N = 823) completed questionnaires across three time points covering one school year, and we collected data on their mathematics and second language (L2) English test scores. Results: Cross‐lagged panel models showed equal effect sizes in both pairs of time periods (T1–T2 and T2–T3). In both mathematics and L2 English, (a) achievement, self‐concept and anxiety all showed moderate autoregression effects and hence, relative stability, (b) achievement and self‐concept showed reciprocal positive effects and (c) self‐concept negatively predicted subsequent anxiety. In mathematics but not L2 English, anxiety negatively predicted self‐concept, and achievement negatively predicted anxiety, showing domain differences. Self‐concept mediated achievement's negative effect on anxiety only in L2 English. Conclusions: Distinguishing within domain and cross domain effects of achievement, self‐concept, and anxiety in mathematics and L2 English deepen our understanding of the relationships among these three constructs. [ABSTRACT FROM AUTHOR]

Aim and Background: Studies have shown that academic anxiety is affected by various factors, so the purpose of this study is to investigate the relationship between academic anxiety and executive functions and academic engagement. Methods and Materials: The method of the present study was descriptive-correlational and the statistical population of the present study is high school students in Hamadan, which was selected using a multi-stage cluster method and Cochran's table of 400 people. Were. The research instruments included the Ahvaz Anxiety Scale Questionnaire, the Pintroch Academic Conflict Scale Questionnaire and the Kolich Executive Function Questionnaire. Findings: The results showed that there is a positive and significant relationship between academic anxiety with deficits in executive functions and a significant negative relationship between academic anxiety and academic involvement. Conclusions: It seems that executive functions and academic engagement can be useful in predicting academic anxiety. In this regard, in order to increase the external credibility of the research, it is suggested that more research be done.

Introduction: Having to adapt to a new environment with various other challenges while completing their studies, Chinese college students experience intense stress related to the study of the English language. However, there has been little research on the serial mediating mechanism of English-learning stress on English academic performance. Methods: Present study recruited 1130 undergraduate students to finish self-report online questionnaire to collect the information about their English-learning stress, academic anxiety and burnout, English academic performance and grit. We constructed a moderated serial mediation model to test the effect of academic anxiety and academic burnout and explored whether grit can restrict the decrease in academic performance caused by English-learning stress. Results: Results show that: (1) both academic anxiety and academic burnout mediate the relationship between English-learning stress and performance; (2) academic anxiety and academic burnout show a significant serial mediating role between academic pressure and English academic performance; and (3) grit significantly moderates the relationship between academic burnout and English academic performance. Discussion: These results lead us to believe that cultivating the grit of Chinese college students may be an effective way to improve the academic performance of those experiencing high English-learning stress. [ABSTRACT FROM AUTHOR]