Child Avoidance of Anxiety-Provoking Situations in the Classroom and Teacher Accommodation

IF 1.4 4区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Golda S. Ginsburg, Jeffrey E. Pella, A. DeVito, Grace Sze York Chan
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引用次数: 2

Abstract

Abstract This study examined: (1) school-based avoidance among students with problematic anxiety, (2) teachers’ levels of accommodation of avoidant behaviour, and (3) the relation between teacher accommodation and student avoidance and anxiety. Participants included 31 elementary school students with problematic anxiety (mean age = 7.7 years; range 5–11; 58% female; 71% White) and their teachers (mean age = 41.1 years; 100% female; 100% White). Children completed interviews about their anxiety, and teachers reported on students’ avoided situations and completed a questionnaire about their own use of accommodation. Results indicated that the most commonly avoided situations involved individual and group academic performance (e.g., reading aloud in front of class). All teachers engaged in some form of accommodating behaviour more than one day a week (e.g., assisted a student in avoiding things that might make him/her more anxious), and teachers who reported engaging in more accommodating behaviours had students with higher avoidance and anxiety. Findings suggest that additional training and research on teachers’ behaviours that maintain and/or reduce anxiety via reducing accommodating behaviours appears warranted.
儿童在课堂上避免引起焦虑的情况和教师的适应
摘要本研究考察了:(1)问题焦虑学生的校本回避,(2)教师对回避行为的适应水平,以及(3)教师适应与学生回避和焦虑的关系。参与者包括31名患有问题性焦虑的小学生(平均年龄为7.7岁;第5 - 11范围;58%的女性;71%白人)和他们的老师(平均年龄= 41.1岁;100%的女性;100%的白人)。孩子们完成了关于他们焦虑的访谈,老师们报告了学生们避免的情况,并完成了一份关于他们自己使用住宿的问卷。结果表明,最常避免的情况涉及个人和团体的学习成绩(例如,在课堂上大声朗读)。所有教师每周都有超过一天的时间从事某种形式的适应行为(例如,帮助学生避免可能使他/她更焦虑的事情),并且报告从事更多适应行为的教师的学生有更高的回避和焦虑。研究结果表明,有必要对教师的行为进行额外的培训和研究,通过减少适应行为来维持和/或减少焦虑。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.20
自引率
7.70%
发文量
9
期刊介绍: Contributors to the Journal of Psychologists and Counsellors in Schools are from diverse backgrounds and focus on both educational and psychological topics. Articles address theoretical, practical and training issues that impact upon guidance and counselling professionals today.
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