Teacher knowledge of anxiety and use of anxiety reduction strategies in the classroom

IF 1.4 4区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Golda S. Ginsburg, Jeffrey E. Pella, R. Ogle, A. DeVito, Katherine Raguin, Grace Sze York Chan
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引用次数: 3

Abstract

Abstract The current study examined elementary (or primary) school teachers’ knowledge of student anxiety and evidence-based anxiety reduction strategies, whether this knowledge was associated with their use of evidence-based anxiety reduction strategies in the classroom, and correlates of teacher knowledge and use of anxiety reduction strategies in the classroom. Fifty-one volunteer elementary teachers (98% female; 98% White) participated and completed questionnaires about: themselves and work-related factors (e.g., years of teaching experience, self-efficacy), knowledge of student anxiety and anxiety treatment (e.g., core manifestations of anxiety such as physiological arousal, behavioural avoidance, and anxious thoughts), and use of anxiety reduction strategies in the classroom (e.g., relaxation strategies, encouraging the use of coping self-talk, and gradual exposure to feared situations). Results indicated that the average score on the knowledge assessment was 57% and knowledge levels were unrelated to self-reported use of anxiety reduction strategies. The most robust correlate of knowledge of anxiety and use of anxiety reduction strategies was teachers’ perceived personal accomplishment. Findings suggest additional teacher training to increase knowledge about student anxiety and use of evidence-based anxiety reduction strategies in the classroom is warranted.
教师对焦虑的认识与课堂中减少焦虑策略的运用
摘要本研究调查了小学(或小学)教师对学生焦虑和循证焦虑减轻策略的了解,这些知识是否与他们在课堂上使用循证焦虑减少策略有关,以及教师知识与课堂上使用焦虑减少策略的相关性。51名志愿小学教师(98%为女性;98%为白人)参与并完成了关于以下方面的问卷调查:他们自己和与工作相关的因素(例如,多年的教学经验、自我效能感)、学生焦虑和焦虑治疗的知识(例如,焦虑的核心表现,如生理唤醒、行为回避和焦虑思想),以及在课堂上使用减少焦虑的策略(例如,放松策略,鼓励使用应对性的自言自语,以及逐渐暴露在恐惧的环境中)。结果表明,知识评估的平均得分为57%,知识水平与自我报告的减少焦虑策略的使用无关。焦虑知识和减少焦虑策略的使用之间最显著的相关性是教师的个人成就感。研究结果表明,有必要对教师进行额外的培训,以增加对学生焦虑的了解,并在课堂上使用循证的减少焦虑策略。
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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