Treść głównego artykułu
Abstrakt
Lęk związany ze szkołą jest częstym zjawiskiem dotykającym uczniów na każdym poziomie edukacji. Aby zredukować u uczniów lęk związany ze szkołą, nauczyciele potrzebują właściwych, rzetelnych narzędzi diagnostycznych, za pomocą których przeanalizują różne przejawy tego lęku. Pierwszym celem tego badania była ocena nowego instrumentu - Skali Lęku Klasowego (Classroom Anxiety Scale CAS), aby oszacować częstość występowania lęków związanych ze szkołą wśród uczniów Evaluation of a Classroom Anxiety Scale for Secondary-School Students szkół średnich, a także zbadanie relacji pomiędzy charakterystyką demograficzną studenta a występowaniem lęku związanego ze szkołą. Wyniki pokazują, że uczniowie doświadczają intensywnego lęku związanego z testami/egzaminami i wystąpieniami publicznymi, podczas gdy niewielka ich liczba odczuwa lęk związany z wykonywaniem zadań pisemnych i zadań w grupie. Wyniki pokazują również, iż Skala
Lęku Klasowego (CAS) posiada zadawalającą charakterystykę pomiarową.
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Szczegóły artykułu
Licencja
Osoba publikująca wyraża zgodę na udostępnianie utworu przez Dolnośląską Szkołę Wyższą na licencji Creative Commons Uznanie autorstwa – Na tych samych warunkach 4.0 Międzynarodowe, której pełny tekst dostępny jest na stronie internetowej: https://creativecommons.org/licenses/by-sa/4.0/legalcode
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- Utwór został przygotowany zgodnie z zasadami edytorskimi obowiązującymi w czasopiśmie.
- Utwór zawiera informacje o źródłach finansowania badań, które stanowiły podstawę jego opracowania.
- Wyraża zgodę na przekazanie utworu do podwójnej recenzji, na podstawie której redakcja podejmie decyzję o przyjęciu lub odrzuceniu utworu do publikacji.
- Wyraża zgodę na dokonanie przez redakcję koniecznych zmian utworu wynikających z opracowania redakcyjnego.
- Zobowiązuje się do niezwłocznego dokonania korekty autorskiej utworu, po jego akceptacji przez redakcję. Niedokonanie korekty autorskiej w terminie 14 dni od daty otrzymania materiałów, traktowane będzie za zgodę na wydanie utworu w postaci przekazanej do korekty.
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- Utrwalanie, zwielokrotnianie i wytwarzanie egzemplarzy utworu techniką drukarską, reprograficzną, zapisu magnetycznego oraz techniką cyfrową i zapisu elektronicznego.
- Obrotu oryginałem albo egzemplarzami, na których utwór utrwalono: wprowadzanie do obrotu, sprzedaż, użyczenie lub najem oryginału albo egzemplarzy, publiczne wystawienie, wyświetlenie, a także publiczne udostępnianie utworu w taki sposób, aby każdy mógł mieć do niego dostęp w miejscu i w czasie przez siebie wybranym, również w sieci Internet.
- Włączenie utworu w skład utworu zbiorowego.
- Tłumaczenia na inne języki i rozpowszechniania tych tłumaczeń.
Publikujemy zgodnie z zaleceniami The Committee on Publication Ethics (COPE), w wolnym dostępie na licencji Creative Commons Uznanie autorstwa – Na tych samych warunkach 4.0 Międzynarodowe.
Referencje
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- Al-Gelban, K. S. (2007). Depression, anxiety and stress among Saudi adolescent schoolboys. Journal of the Royal Society for the Promotion of Health, 127 (1), 33–37. doi.org/10.1177/1466424007070492
- Anyamene, A., Nwokolo, C., Azuji, I. (2016). Effects of Self-Management Technique on Test Anxiety among Secondary School Students. The Journal of Social Sciences Research, 2 (9), 159–166.
- Beck, A. T., Steer, R. A. (1990). Manual for the Beck Anxiety Inventory. San Antonio, TX: The Psychological Corporation.
- Birmaher, B., Khetarpal, S., Brent, D. A., Cully, M., Balach, L., Kaufman, J. (1997). The Screen for Child Anxiety Related Emotional Disorders (SCARED): Scale construction and psychometric characteristics. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 545–553.
- Bodas, J., Ollendick, T.H. (2005). Test Anxiety: A Cross-Cultural Perspective. Clinical Child and Family Psychology Review, 8 (1), 65–88. DOI: 10.1007/s10567-005-2342-x
- Browne, C., Cantelo, J. (2017). Exam anxiety: Does examination strategy play a role? (Letter to the editor). Medical Teacher, 39 (6), 668.
- Cassady, J. C., Johnson, R.E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270–295.
- Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and appli-cations. Journal of applied psychology, 78 (1), 98–104.
- Csikszentmihalyi M. (1991) Flow: The Psychology of Optimal Experience. New York, N.Y.: Harper and Row.
- Deb, S., Strodl, E., Sun, J. (2014). Academic-related stress among private secondary school students in India. Asian Education and Development Studies, 3 (2), 118–134. DOI: doi.org/10.1108/AEDS-02-2013-0007
- Delgado, B., García-Fernández, J. M., Martínez-Monteagudo, M. C., Inglés, C. J., Marzo, J. C., La Greca, A. M., Hugon, M. (2019). Social anxiety scale for adolescents and school anxiety inventory: Psychometric properties in French adolescents. Child Psychiatry and Human Development, 50 (1), 13–26. DOI: 10.1007/s10578-018-0818-4
- Deloatch, R., Bailey, B. P., Kirlik A., Zilles, C. (2017). A little support from their online friends calms test-anxious students. Proceedings of CHI 2017, the Conference on Human Factors in Computing Systems, held May 6–11 in Denver, Colorado, 736–747. DOI: 10.1145/3025453.3025709
- Denscombe, M. (2000). Social conditions for stress: Young people’s experience of doing GCSEs. British Educational Research Journal, 26 (3), 359–374. DOI: 10.1080/713651566
- Dunn, T. J., Baguley, T., Brunsden, V. (2014). From alpha to omega: A practical solu-tion to the pervasive problem of internal consistency estimation. British journal of psychology, 105 (3), 399–412.
- Field, A. (2009). Discovering-statistics-using-SPSS (3rd edition). London: SAGE Publications.
- Firmin, M., Proemmel, E. (2008). Towards Remediating Undergraduate Students’ Statisticophobia. College Teaching Methods and Styles Journal,4 (4), 17–20.
- Freudenthaler, H .H., Spinath, B., Neubauer, A. C. (2008). Predicting school achievement in boys and girls. European Journal of Personality,22, 231–245.
- Gallagher, M., Millar, R. (1996). A survey of adolescent worry in Northern Ireland. Pastoral Care in Education,14, 26–32. DOI: 10.1080/02643949609470963
- Gliem, J. A., Gliem, R. R. (2003). Calculating, interpreting, and reporting Cronbach’s alpha reliability coefficient for Likert-type scales. Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education.
- Grills-Taquechel, A. E., Fletcher, J. M., Vaughn, S. R., Stuebing, K. K. (2012). Anxiety and reading difficulties in early elementary school: Evidence for unidirectional- or bi-directional relations? Child Psychiatry Human Development, 43, 35–47.
- Hill, K. T., Wigfield, A. (1984). Test anxiety: A major educational problem and what can be done about it. The Elementary School Journal, 85, 105–126. DOI: 10.1086/461395
- Horwitz, E., Horwitz, M., Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70 (2), 125–132. DOI: 10.2307/327317
- Hu, L. T., Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6 (1), 1–55.
- Huberty, T. J. (2009). Test and performance anxiety. Principal Leadership (September), 12–16.
- Hurley, K. (Sept. 26, 2018). Classroom accommodations to help the anxious child at school. Retrieved from https://www.psycom.net/classroom-help-anxious-child-at-school/
- Hutchings, M. (2015). Exam Factories? – The impact of accountability measures on children and young people. National Union of Teachers commissioned report. Retrieved from http://www.teachers.org.uk/files/exam-factories.pdf
- Ingul, J. M., Nordahl, H. M. (2013). Anxiety as a risk factor for school absenteeism: What differentiates anxious school attenders from non-attenders? Annals of Gen-eral Psychiatry, 12, 25.
- Kareemi, S. (2016). Gender differences in anxiety among secondary school in Kuwait. European Psychiatry, 33 (Supplement, 2016), S323. https://doi.org/10.1016/j.eurp-sy.2016.01.1116King, N. J., and Ollendick, T. H. (1989). Children’s anxiety and phobic disorders in school settings. Classification, assessment, and intervention issues. Review of Ed-ucational Research, 59, 431–470. DOI:10.3102/00346543059004431
- King, N. I., Ollier, K., Iacuone, R., Schuster, S., Bays, K., Gullone, E., Ollendick, T. H. (1989). Fears of children and adolescents: a cross-sectional Australian study using the Revised-Fear Survey Schedule for Children. Journal of Child Psychology and Psychiatry, 30, 775–784.
- Leonard N. R., Gwadz M. V., Ritchie, A., Linick J. L., Cleland C. M., Elliott, L., Grethel, M. (2015). A multi-method exploratory study of stress, coping, and substance use among high school youth in private schools. Frontiers in Psychology, 6, 1028–1043. DOI: 10.3389/fpsyg.2015.01028
- Lovibond, S. H., Lovibond, P. F. (1993). Manual for the Depression Anxiety Stress Scales (DASS). Psychology Foundation Monograph. (Available from The Psy-chology Foundation, Room 1005 Mathews Building, University of New South Wales, NSW 2052, Australia).
- Lowe, P. A., Lee, S. W., Witteborg, K. M., Prichard, K. W., Luhr, M. E., Cullinan, C. M., Mildren, B. A., Raad, J. M., Cornelius, R. A., Janik, M. (2008). The Test Anxiety Inventory for Children and Adolescents (TAICA): Examination of the Psychometric Properties of a New Multidimensional Measure of Test Anxiety Among Elementary and Secondary School Students. Journal of Psychoeducational Assess-ment, 26 (3), 215–230. DOI: https://doi.org/10.1177/0734282907303760
- Mazzone, L., Ducci, F., Scoto, M. C. Passaniti, E., Genitori D’Arrigo, V. Vitiello, B. (2007). The role of anxiety symptoms in school performance in a community sample of children and adolescents. BMC Public Health7, 347. DOI:10.1186/1471-2458-7-347
- McDonald, A. S. (2001). The prevalence and effects of test anxiety in school children. Edu-cational Psychology, 21 (1), 89–101. DOI: https://doi.org/10.1080/01443410020019867McDonald, R. (1999). Test Theory. A Unified Treatment. Mahwah, N.J.: Lawrence Er-lbaum Associates.
- Mercieca, D. P., Mercieca, D., Raykov, M. (2016). Teacher student epistemological beliefs and their professional identity. Paper presented at the 2016 Teacher Education Policy in Europe Network (TEPE) conference Teacher Education From a Global Perspective, 19–21 May 2016, Valletta, Malta.
- Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York, N.Y.: McGraw-Hill.
- Ollendick, T.H., King, N.J., Frary, R.B. (1989). Fears in children and adolescents. Reli-ability and generalizability across gender, age and nationality. Behaviour Research and Therapy, 27, 19–26.
- Onwuegbuzie, A.J. (1998) The dimensions of statistics anxiety. A comparison of prev-alence rates among mid-southern university students. Louisiana Educational Research Journal, 23, 23–40.
- Panayides, P. (2013). Coefficient Alpha. Interpret with caution. Europe’s Journal of Psychology, 9 (4), 687–696. DOI: https://doi.org/10.5964/ejop.v9i4.653
- Pinquart, M., Teubert, D. (2012). Academic, physical, and social functioning of chil-dren and adolescents with chronic physical illness. A meta-analysis, Journal of Pediatric Psychology, 37 (4), 376–389. DOI: https://doi.org/10.1093/jpepsy/jsr106
- Putwain, D. (2007). Researching academic stress and anxiety in students: some meth-odological considerations, British Educational Research Journal, 3(2), 207–219. DOI: https://doi.org/10.1080/01411920701208258
- Putwain, D. (2008). Examination stress and test anxiety. The Psychologist, 21 (12), 1026–1029.
- Putwain, D. W. (2009). Assessment and examination stress in Key Stage 4. British Educa-tional Research Journal, 35, 391–411. DOI: https://doi.org/10.1080/01411920802044404
- Ramsdal, G., Bergvik, S., Wynn, R. (2015). Parent-child attachment, academic performance and the process of high-school dropout. A narrative review. Attachment and Human Development, 17 (5), 522–45. DOI: https://doi.org/10.1080/14616734.2015.1072224
- Rappo, G., Alesi, M., Pepi, A. (2017). The effects of school anxiety on self-esteem and self-handicapping in pupils attending primary school. European Journal of Developmental Psychology, 14 (4), 465–476, DOI: https://doi.org/10.1080/17405629.2016.1239578
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Referencje
Ahlen, J., Breitholtz, E., Barrett, P. M., Gallegos, J. (2012). School-based prevention of anxiety and depression. A pilot study in Sweden. Advances in School Mental Health Promotion, 5, 246–257.
Al-Gelban, K. S. (2007). Depression, anxiety and stress among Saudi adolescent schoolboys. Journal of the Royal Society for the Promotion of Health, 127 (1), 33–37. doi.org/10.1177/1466424007070492
Anyamene, A., Nwokolo, C., Azuji, I. (2016). Effects of Self-Management Technique on Test Anxiety among Secondary School Students. The Journal of Social Sciences Research, 2 (9), 159–166.
Beck, A. T., Steer, R. A. (1990). Manual for the Beck Anxiety Inventory. San Antonio, TX: The Psychological Corporation.
Birmaher, B., Khetarpal, S., Brent, D. A., Cully, M., Balach, L., Kaufman, J. (1997). The Screen for Child Anxiety Related Emotional Disorders (SCARED): Scale construction and psychometric characteristics. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 545–553.
Bodas, J., Ollendick, T.H. (2005). Test Anxiety: A Cross-Cultural Perspective. Clinical Child and Family Psychology Review, 8 (1), 65–88. DOI: 10.1007/s10567-005-2342-x
Browne, C., Cantelo, J. (2017). Exam anxiety: Does examination strategy play a role? (Letter to the editor). Medical Teacher, 39 (6), 668.
Cassady, J. C., Johnson, R.E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270–295.
Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and appli-cations. Journal of applied psychology, 78 (1), 98–104.
Csikszentmihalyi M. (1991) Flow: The Psychology of Optimal Experience. New York, N.Y.: Harper and Row.
Deb, S., Strodl, E., Sun, J. (2014). Academic-related stress among private secondary school students in India. Asian Education and Development Studies, 3 (2), 118–134. DOI: doi.org/10.1108/AEDS-02-2013-0007
Delgado, B., García-Fernández, J. M., Martínez-Monteagudo, M. C., Inglés, C. J., Marzo, J. C., La Greca, A. M., Hugon, M. (2019). Social anxiety scale for adolescents and school anxiety inventory: Psychometric properties in French adolescents. Child Psychiatry and Human Development, 50 (1), 13–26. DOI: 10.1007/s10578-018-0818-4
Deloatch, R., Bailey, B. P., Kirlik A., Zilles, C. (2017). A little support from their online friends calms test-anxious students. Proceedings of CHI 2017, the Conference on Human Factors in Computing Systems, held May 6–11 in Denver, Colorado, 736–747. DOI: 10.1145/3025453.3025709
Denscombe, M. (2000). Social conditions for stress: Young people’s experience of doing GCSEs. British Educational Research Journal, 26 (3), 359–374. DOI: 10.1080/713651566
Dunn, T. J., Baguley, T., Brunsden, V. (2014). From alpha to omega: A practical solu-tion to the pervasive problem of internal consistency estimation. British journal of psychology, 105 (3), 399–412.
Field, A. (2009). Discovering-statistics-using-SPSS (3rd edition). London: SAGE Publications.
Firmin, M., Proemmel, E. (2008). Towards Remediating Undergraduate Students’ Statisticophobia. College Teaching Methods and Styles Journal,4 (4), 17–20.
Freudenthaler, H .H., Spinath, B., Neubauer, A. C. (2008). Predicting school achievement in boys and girls. European Journal of Personality,22, 231–245.
Gallagher, M., Millar, R. (1996). A survey of adolescent worry in Northern Ireland. Pastoral Care in Education,14, 26–32. DOI: 10.1080/02643949609470963
Gliem, J. A., Gliem, R. R. (2003). Calculating, interpreting, and reporting Cronbach’s alpha reliability coefficient for Likert-type scales. Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education.
Grills-Taquechel, A. E., Fletcher, J. M., Vaughn, S. R., Stuebing, K. K. (2012). Anxiety and reading difficulties in early elementary school: Evidence for unidirectional- or bi-directional relations? Child Psychiatry Human Development, 43, 35–47.
Hill, K. T., Wigfield, A. (1984). Test anxiety: A major educational problem and what can be done about it. The Elementary School Journal, 85, 105–126. DOI: 10.1086/461395
Horwitz, E., Horwitz, M., Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70 (2), 125–132. DOI: 10.2307/327317
Hu, L. T., Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6 (1), 1–55.
Huberty, T. J. (2009). Test and performance anxiety. Principal Leadership (September), 12–16.
Hurley, K. (Sept. 26, 2018). Classroom accommodations to help the anxious child at school. Retrieved from https://www.psycom.net/classroom-help-anxious-child-at-school/
Hutchings, M. (2015). Exam Factories? – The impact of accountability measures on children and young people. National Union of Teachers commissioned report. Retrieved from http://www.teachers.org.uk/files/exam-factories.pdf
Ingul, J. M., Nordahl, H. M. (2013). Anxiety as a risk factor for school absenteeism: What differentiates anxious school attenders from non-attenders? Annals of Gen-eral Psychiatry, 12, 25.
Kareemi, S. (2016). Gender differences in anxiety among secondary school in Kuwait. European Psychiatry, 33 (Supplement, 2016), S323. https://doi.org/10.1016/j.eurp-sy.2016.01.1116King, N. J., and Ollendick, T. H. (1989). Children’s anxiety and phobic disorders in school settings. Classification, assessment, and intervention issues. Review of Ed-ucational Research, 59, 431–470. DOI:10.3102/00346543059004431
King, N. I., Ollier, K., Iacuone, R., Schuster, S., Bays, K., Gullone, E., Ollendick, T. H. (1989). Fears of children and adolescents: a cross-sectional Australian study using the Revised-Fear Survey Schedule for Children. Journal of Child Psychology and Psychiatry, 30, 775–784.
Leonard N. R., Gwadz M. V., Ritchie, A., Linick J. L., Cleland C. M., Elliott, L., Grethel, M. (2015). A multi-method exploratory study of stress, coping, and substance use among high school youth in private schools. Frontiers in Psychology, 6, 1028–1043. DOI: 10.3389/fpsyg.2015.01028
Lovibond, S. H., Lovibond, P. F. (1993). Manual for the Depression Anxiety Stress Scales (DASS). Psychology Foundation Monograph. (Available from The Psy-chology Foundation, Room 1005 Mathews Building, University of New South Wales, NSW 2052, Australia).
Lowe, P. A., Lee, S. W., Witteborg, K. M., Prichard, K. W., Luhr, M. E., Cullinan, C. M., Mildren, B. A., Raad, J. M., Cornelius, R. A., Janik, M. (2008). The Test Anxiety Inventory for Children and Adolescents (TAICA): Examination of the Psychometric Properties of a New Multidimensional Measure of Test Anxiety Among Elementary and Secondary School Students. Journal of Psychoeducational Assess-ment, 26 (3), 215–230. DOI: https://doi.org/10.1177/0734282907303760
Mazzone, L., Ducci, F., Scoto, M. C. Passaniti, E., Genitori D’Arrigo, V. Vitiello, B. (2007). The role of anxiety symptoms in school performance in a community sample of children and adolescents. BMC Public Health7, 347. DOI:10.1186/1471-2458-7-347
McDonald, A. S. (2001). The prevalence and effects of test anxiety in school children. Edu-cational Psychology, 21 (1), 89–101. DOI: https://doi.org/10.1080/01443410020019867McDonald, R. (1999). Test Theory. A Unified Treatment. Mahwah, N.J.: Lawrence Er-lbaum Associates.
Mercieca, D. P., Mercieca, D., Raykov, M. (2016). Teacher student epistemological beliefs and their professional identity. Paper presented at the 2016 Teacher Education Policy in Europe Network (TEPE) conference Teacher Education From a Global Perspective, 19–21 May 2016, Valletta, Malta.
Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York, N.Y.: McGraw-Hill.
Ollendick, T.H., King, N.J., Frary, R.B. (1989). Fears in children and adolescents. Reli-ability and generalizability across gender, age and nationality. Behaviour Research and Therapy, 27, 19–26.
Onwuegbuzie, A.J. (1998) The dimensions of statistics anxiety. A comparison of prev-alence rates among mid-southern university students. Louisiana Educational Research Journal, 23, 23–40.
Panayides, P. (2013). Coefficient Alpha. Interpret with caution. Europe’s Journal of Psychology, 9 (4), 687–696. DOI: https://doi.org/10.5964/ejop.v9i4.653
Pinquart, M., Teubert, D. (2012). Academic, physical, and social functioning of chil-dren and adolescents with chronic physical illness. A meta-analysis, Journal of Pediatric Psychology, 37 (4), 376–389. DOI: https://doi.org/10.1093/jpepsy/jsr106
Putwain, D. (2007). Researching academic stress and anxiety in students: some meth-odological considerations, British Educational Research Journal, 3(2), 207–219. DOI: https://doi.org/10.1080/01411920701208258
Putwain, D. (2008). Examination stress and test anxiety. The Psychologist, 21 (12), 1026–1029.
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