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Relevant bibliographies by topics / Teacher anxiety

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Academic literature on the topic 'Teacher anxiety'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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Journal articles on the topic "Teacher anxiety"

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Sinclair, Kenneth E., and Gregory Ryan. "Teacher anxiety, teacher effectiveness, and student anxiety." Teaching and Teacher Education 3, no. 3 (1987): 249–53. http://dx.doi.org/10.1016/0742-051x(87)90007-2.

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Liu, Meihua, and Bin Wu. "Teaching Anxiety and Foreign Language Anxiety Among Chinese College English Teachers." SAGE Open 11, no. 2 (2021): 215824402110165. http://dx.doi.org/10.1177/21582440211016556.

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This study explored teaching anxiety and teacher foreign language anxiety (FLA) in 151 Chinese college English teachers in relation to their individual characteristics. Analyses of data collected from mixed-form questionnaires revealed the following major findings: (a) Major causes for teaching anxiety were concern about classroom teaching, research, other work and promotion, and interest and confidence in teaching, and major sources for teacher FLA were apprehension of speaking English, fear of negative outcomes, and confidence in English competence; (b) the participants of various backgrounds suffered from varying degrees of teaching anxiety and teacher FLA; (c) gender, age, educational level, English proficiency, and experience of visiting/studying in English-speaking countries significantly affected the participants’ teaching anxiety and teacher FLA levels; and (d) anxiety seriously affected the participants’ work and life. Evidently, anxiety is an important issue faced by university language teachers and needs to be further researched and seriously handled.

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Ganley, Colleen M., Robert C. Schoen, Mark LaVenia, and Amanda M. Tazaz. "The Construct Validation of the Math Anxiety Scale for Teachers." AERA Open 5, no. 1 (2019): 233285841983970. http://dx.doi.org/10.1177/2332858419839702.

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Past research indicates that teacher math anxiety is related to student outcomes and can be decreased through intervention. However, there is little research on this topic, partially due to a lack of math anxiety measures validated for use with practicing teachers. In this study of 399 elementary school teachers, we report on the construct validation of the Math Anxiety Scale for Teachers. Factor analyses support a distinction between components of general math anxiety and anxiety about teaching math. Math anxiety scores correlate with other teacher characteristics in expected ways: higher math anxiety is associated with lower mathematical knowledge for teaching, more traditional beliefs about math teaching and learning, being a lower elementary school teacher, and a lack of math-specific teaching credentials. The 15-item Math Anxiety Scale for Teachers can be administered efficiently in large-scale studies and may support advances in research exploring relations among practicing teachers’ math anxiety, instruction, and student learning.

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Liu, Meihua, and Yan Yi. "Anxiety and Stress in In-service Chinese University Teachers of Arts." International Journal of Higher Education 9, no. 1 (2020): 237. http://dx.doi.org/10.5430/ijhe.v9n1p237.

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As revealed by literature, anxiety and stress are complicated yet serious issues among teachers at all educational levels. Though widely studied, research on them often focuses on pre-service or primary and middle school teachers, with little research on in-service university teachers. It is especially so in China. The present study thus examined anxiety, stress and their relations with demographic variables in in-service university teachers in China. 256 teachers from various universities in China answered the Demographic Questionnaire, the Teaching Anxiety Scale and the Teacher Stress Inventory. Analyses of the data revealed the following main findings: (1) the participants were under great stress, but they were generally not so anxious about teaching, (2) teaching anxiety was generally significantly negatively correlated with age, professional title and years of teaching, while teacher stress was significantly negatively related to professional title, and (3) overall teacher stress, professional title and age were powerful predictors for teaching anxiety, while years of teaching, overall teaching anxiety and its subscales were powerful predictors for teacher stress. Based on these findings, some implications are discussed.

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Ramirez, Gerardo, Sophia Yang Hooper, Nicole B. Kersting, Ronald Ferguson, and David Yeager. "Teacher Math Anxiety Relates to Adolescent Students’ Math Achievement." AERA Open 4, no. 1 (2018): 233285841875605. http://dx.doi.org/10.1177/2332858418756052.

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Elementary school teachers’ math anxiety has been found to play a role in their students’ math achievement. The current study addresses the role of teacher math anxiety on ninth-grade students’ math achievement and the mediating factors underlying this relationship. Using data from the National Mindset Study, we find that higher teacher math anxiety is associated with lower math achievement. This relationship is partially mediated by the students’ perception that their teacher believes not everyone can be good at math and is not explainable by teachers’ usable knowledge to teach mathematics. In subsequent analyses, we find that higher teacher math anxiety relates to a reduction in process-oriented (as opposed to ability-oriented) teaching practices, which in turn predict students’ perception of teacher mindset. We argue that math anxious teachers and their use of particular teaching strategies have the potential to shape students’ math achievement and their perceptions of what their teacher believes about math.

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Docking, Russell A. "Changing teacher pupil control ideology and teacher anxiety." Journal of Education for Teaching 11, no. 1 (1985): 63–76. http://dx.doi.org/10.1080/0260747850110104.

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Bilali, Ornela, and Florinda Tarusha. "Factors Influencing the Appearance of Teaching Anxiety to Student Teachers." European Journal of Social Sciences Education and Research 3, no. 2 (2015): 90. http://dx.doi.org/10.26417/ejser.v3i2.p90-94.

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Student teachers who are involved in pedagogical practice during teaching experience anxiety. Anxiety of teaching is influenced by a number of factors that are associated with specific characteristics of learning situations. The aim of the study was to determine the factors that influence the birth of anxiety to student teachers during teaching. Participants in this study were students of the Faculty of Education, "Alexander Xhuvani" University, enrolled in programs of study: "Elementary Teacher" and "Preschool Teacher". Resulted that the teaching anxiety to student teachers influenced by a number of factors that are associated with specific characteristics of learning situations as: teaching planning, ability to analyze problems of learning, class management, assessment of students, public speaking. Teaching observation from mentor teacher, lecturer, students of course, was a factor that intrigued most students.

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SAVITA, SHARMA, and ATTRI POONAM. "LIBRARY ANXIETY OF TEACHER TRAINEES." i-manager’s Journal on Educational Psychology 11, no. 3 (2018): 21. http://dx.doi.org/10.26634/jpsy.11.3.13875.

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Matrić, Maja, Mihaela Brumen, and Katja Košir. "The Role of Social Relationships in Children’s Active EFL Learning." Psychology of Language and Communication 23, no. 1 (2019): 302–29. http://dx.doi.org/10.2478/plc-2019-0014.

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Abstract Our research aimed to investigate the relationship between the measures of satisfied need for relatedness (perceived academic and personal peer support and teacher-assessed social acceptance of the student) and measures of active English as a Foreign Language (EFL) (teacher-assessed and student self-assessed EFL engagement and EFL anxiety), as well as possible gender differences in an EFL setting. The research included 535 students and 11 teachers from rural primary schools in Slovenia. The predictive value of need for relatedness was the strongest for students’ emotional EFL engagement and teacher-assessed EFL engagement of the students, followed by students’ behavioral EFL engagement and EFL anxiety. Students who report higher peer support and are assessed as more socially accepted by their teachers experience higher engagement (self-assessed and teacher-assessed) and lower EFL anxiety. All measures of active learning, apart from anxiety, were higher for girls.

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Yufrizal, Hery, Cucu Sutarsyah, and Sudirman. "Writing Anxiety and Facebook-mediated Feedback." Advances in Social Sciences Research Journal 7, no. 7 (2020): 385–97. http://dx.doi.org/10.14738/assrj.77.8628.

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Feedback can be classified into two common types, namely teacher and peer feedback. Teacher feedback is feedback provided by teachers and peer feedback is feedback provided by other students. The aim of this article is to explore writing feedback provided by students and its impact to the quality of writing by students who reeceive the feedback. The research was undertaken to higher education students enrolled in wtiting class. The result showed that writing in foreign language makes the students experience different dimensions of writing anxiety, such as somatic anxiety, avoidance behavior, and cognitive anxiety.

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Dissertations / Theses on the topic "Teacher anxiety"

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Tum, Danyal Oztas. "A study of non-native student teachers' feelings of foreign language teacher anxiety." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020017/.

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Researchers and teachers have long been interested in the relationship between foreign language anxiety and second language learning and have generally agreed on the negative relationship between the two. Over the last few decades, a considerable amount of research has been dedicated to examining second language learners' experiences with foreign language anxiety. However, it appears it has been forgotten that non-native student teachers are also, in essence, language learners themselves, although of a higher level of target language proficiency. Thus, affective variables such as language anxiety which have been documented to play an important role in the experiences of language learners are also relevant to the experiences of non-native student teachers. However, a review of the literature reveals that very little is known about non-native student teachers' feelings of language anxiety. This thesis argues that non-native student teachers are just as susceptible to feelings of language anxiety as are inexperienced language learners — a claim which carries important implications for not only the EFL classroom, but also non-native student teacher education. To investigate non-native student teachers' feelings of language anxiety, extensive interviews were conducted with four non-native EFL student teachers approaching the end of their second language teacher education program to investigate the potential sources and effects of such feelings. The analysis of the interview data indicates that the language anxiety experienced by these four non-native student teachers adversely affects their performance in the target language and also how they intend to teach the target language in their future classrooms. Based on the findings, the thesis also proposes steps towards helping non-native student teachers cope with, and hopefully eventually overcome their feelings of language anxiety.

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Mitchell, Karen Michelle. "Best Practices to Reduce Math Anxiety." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10936027.

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<p> The subjects of science, technology, engineering, and math (STEM) have grown in importance because they are fundamental to the future quality of life and the ability to compete in today’s global society. The demand for STEM careers is increasing; however, the United States is having difficulty meeting this demand. Society needs students who can research and think critically, so they can be proficient in STEM education and become the next generation of mathematicians, scientists, technologists, and engineers. Mathematical proficiency is of particular concern because while it is required for STEM education success, individuals find it challenging. </p><p> Both adults and children have apprehension about mathematics, and their negative attitudes toward math develop a barrier to STEM education and careers. This negative math phobia, or math anxiety, causes a decrease in math achievement. This study explored the perceptions of elementary teachers in establishing a classroom environment free of math anxiety. Specifically, this study focused on best practices that teachers incorporate in order to reduce math anxiety. </p><p> The purpose of the study was to (a) determine the strategies and practices teachers employ to reduce math anxiety, (b) determine the challenges teachers face in reducing math anxiety, (c) determine how teachers measure the success of their practices in reducing math anxiety, and (d) determine the recommendations teachers would make for future implementation of strategies in reducing math anxiety.</p><p>

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Olson, Amy Michelle. "Teacher Education Students: Their Experience of Mathematics Anxiety, Self-Efficacy, and Teacher Professional Development." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/319880.

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This dissertation adds to the teacher education literature by exploring the experiences education students have of mathematics anxiety and self-efficacy for teaching and learning mathematics. Further, the utility of a specific in-service teacher professional development project, focused on improving rational number instruction, in pre-service education is evaluated, and the potential impact of professional development experiences on the anxieties and efficacy beliefs of students before they enter the teaching profession is explored. This study provides evidence of the predictive capacities of teacher efficacy models that incorporate student experiences and feelings of anxiety to better understand task choice. For example, findings indicate that self-efficacy for teaching mediates the relationship between mathematics teaching anxiety, experience, and mathematics subject area preference for teacher education students. Further, there are indications of the potential for teacher education coursework and in-service teacher professional development to decrease students' experience of mathematics teaching anxiety. Finally, evidence is provided that teacher professional development is not only perceived as useful to teacher educations students, but has potential as an intervention for teacher efficacy and anxiety for teaching. Given these findings, it makes sense to further evaluate the ways in which the strengths of pre-service coursework and in-service professional development can be leveraged to best prepare future teachers for their professional roles. Further research is also needed to longitudinally track experiences of anxiety and self-efficacy as students leave teacher education and enter the classroom as professionals.

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Heath, Elizabeth Vernon. "Teacher Perceptions of Post No Child Left Behind Elementary Teacher and Student Test Anxiety." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26236.

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The purpose of this pilot and main study was to examine teachers' perceptions of the post No Child Left Behind (NCLB) elementary classroom, the perceived changes, and the implications for teachers' feelings of empowerment and student test anxiety. Previous investigators have agreed that the teacher's voice has been missing, but needed in test anxiety research. By engaging veteran teachers who had experience both before and after the enactment of NCLB in reflective conversation about their experiences, valuable information was gained concerning whether or not teachers felt empowered to perform their duties and what impact they perceived that high stakes standardized testing has had on both teacher anxiety and student test anxiety. This information could be used to inform educational practice and decision making. Triangulation of data sources included narrative data collected through face-to-face interviews with the teachers, the writing of field notes, interview process notes, and reflective journal entries from both the pilot and main studies. Three clear themes emerged that fit the division of the data by the research questions: change in the teachers' experiences, change in teaching vocabulary, and change in the students' experiences. These themes emerged through a process of categorical-content perspective analysis for coding the data and sorting it into themes. The Hermeneutic narrative analysis approach was used to analyze and identify the meaning of these related experiences and stories. The context of the pilot and main studies was elementary schools in a rural school system in the Southeastern United States. The participants were eleven elementary teachers from grades three through five with experience before and after NCLB enactment who taught core academic subjects. Member checks of the interview transcripts and data analysis enhanced the credibility of these reports. The analysis revealed both positive and negative perceptions of the changes in the classroom experience of these elementary teachers, their feelings of empowerment, and the impact of the changes on the test anxiety of their students. Participants across the pilot and main studies indicated that increased stress, pressure, frustration, and professional struggles have had a negative impact on teacher anxiety, teacher efficacy beliefs, and student test anxiety.<br>Ph. D.

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Anderson, Julie Ann. "The anxiety of whole class teacher questioning for primary pupils." Thesis, Sheffield Hallam University, 2005. http://shura.shu.ac.uk/19275/.

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The introduction of the National Literacy (1998) and Numeracy (1999) Strategies placed a "greater emphasis on whole class work" in primary schools in England at the end of the 1990s (The NLS, Framework for Teaching, DfEE 1998, p. 10). As a result, it is likely that there has been an increase in whole class teacher questioning of pupils. However, it has been suggested that teacher questioning of pupils in front of their peers may lead to an emotional response including anxiety, worry and fear (Holt 1964,1982 revised) and associated negative feelings, including embarrassment and shame. In the light of empirical data gathered principally in a Year 4 primary classroom during 1999 - 2000, this research aimed to explore further the emotional response of pupils at times of whole class teacher questioning, with a particular focus on lessons of literacy and numeracy. In line with more recent educational research in schools, a key aim was that the main voices emerging from the data would be the children's own. There was therefore a strong emphasis on observation of their responses in whole class work, pupil interviews and associated pupil focused data. Drawing on this, I argue that there is evidence that numbers of pupils experience feelings during whole class teacher questioning that may impact on their identity as learners and lead to their employing coping strategies that may be detrimental to their education.

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Puteh, Marzita. "Factors associated with mathematics anxiety and its impact on primary teacher trainees in Malaysia." Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267728.

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This study investigates the extent and nature of mathematics anxiety in primary school teacher trainees in Malaysia, and identifies the factors that are associated with it. This is qualitative research and hence the approach is to understand the current phenomenon and to obtain a rich and in-depth insight into significant issues. Three methods for obtaining data are used: questionnaires, interviews and observations of subjects doing mathematics. Evidence for the nature and source of mathematics anxiety was derived from what the teacher trainees said about (a) their perceptions of mathematics; (b) themselves with regard to mathematics (self-image); (c) their feelings towards mathematics; and (d) their behaviour when doing mathematics. Hands-on mathematics was given to the teacher trainees in order to observe how mathematics anxiety affects them in an actual scenario of doing mathematics. Interviews were carried out immediately after the hands-on observations in order to give the teacher trainees opportunities to explain their actions. Teachers-students relationship, teachers' style of teaching, examination pressure, parental and peer group influences were identified as the main factors contributing to the trainees' mathematics anxiety. The cultural setting for these factors emerged from the research as being of particular significance.

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Bacchus, Natashia Soraiya. "Teacher Implementation of a School Based Anxiety Prevention Program in British Columbia." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5303.

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The Friends for Life program is an evidence-based practice being used in schools to assist children to learn skills to manage anxiety. The Friends for Life program has been used by school districts in British Columbia, Canada, for over 10 years, yet there is little research on how the program is being implemented in schools by teachers. This qualitative case study investigated the implementation practice of the Friends for Life program by teachers in Grades 4 and 5. Semi-structured interviews were conducted with 8 teachers from a smaller school district in British Columbia, Canada. The results yielded themes, which described critical factors that helped or hindered teachers in implementing the program with fidelity. A key finding of the study demonstrated teachers were running the program weekly, as per program guidelines. A key factor that was identified as helping teachers to implement the program with fidelity was support of school counselors, district staff, and the building administrator. The implications for social change include providing school administrators with information, which can help them to support teachers to implement the Friends for Life program with fidelity. As a result of these findings the Friends for Life program may consider updating the training materials and program implementation protocols in order to ensure teachers are implementing the program with fidelity and therefore, children are learning the skills they need to manage their anxieties and worries.

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Hiatt, Sara Renee. "Middle School Teachers' Knowledge and Training Regarding Anxiety Identification." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1531384416690094.

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Hallam, Teresa Alberte. "Sociocultural Influences on Computer Anxiety Among Preservice Teachers: An Exploratory Study." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1207847227.

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Ramstad, Andrea. ""Can We Help?": Students? Reflections on their Public Speaking Anxiety and Teacher Immediacy." Diss., North Dakota State University, 2018. https://hdl.handle.net/10365/28784.

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Public speaking is one of the most common anxieties for the average person, with many even ranking it as a more significant fear than death. Even though several people suggest that they would rather be the one in the casket than the one giving the eulogy at a funeral, public speaking courses are required at almost all colleges and universities. Public speaking anxiety is particularly real for most college students, meaning that it is important for public speaking teachers to develop andragogical strategies to help students alleviant their public speaking anxiety. Thus, the purpose of the study is to observe if students? perceptions of their teacher?s verbal and nonverbal immediacy influences students? public speaking anxiety. Using Emotional Response Theory (ERT) as the conceptual framework, I applied a phenomenological analysis that explored students? lived experiences and perspectives in their college public speaking course. Twenty-one students enrolled in a Fall 2017 public speaking course at a Midwest University participated in one-on-one, semi-structured interviews about the students? anxiety of public speaking and their perceptions of their teacher?s verbal and nonverbal immediacy. Students? responses suggested their teacher?s verbal and nonverbal immediacy helped decrease their public speaking anxiety. In particular, students indicated when a teacher demonstrated positive verbal and nonverbal behaviors, the students? public speaking anxiety decreased. In addition, new themes emerged on the matter: the teacher self-disclosing about their own public speaking anxiety, mistakes, and current status, classroom activities, peer-to-peer interactions, timely detailed feedback, and class-wide feedback. Some students noted that being graded and the using of timecards did increase their public speaking at times. Even though some students? public speaking anxiety increased during those specific circumstances, all the students stated their public speaking anxiety decreased during the semester. This study concludes with recommendations for how public speaking teachers can address students? concerns about public speaking anxiety by applying verbal and nonverbal immediacy strategies in their public speaking courses.

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Books on the topic "Teacher anxiety"

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1949-, Richmond Virginia P., ed. Quiet children and the classroom teacher. 2nd ed. Clearinghouse on Reading and Communication Skills, 1991.

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Too scared to learn: Overcoming academic anxiety. Corwin Press, 1998.

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Test anxiety & what you can do about it: A practical guide for teachers, parents, and kids. Dude Pub., National Professional Resources, 2003.

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Wilson, Jacqueline. The worry website. Corgi Yearling, 2003.

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Wilson, Jacqueline. The worry web site. Delacorte Press, 2003.

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Wilson, Jacqueline. The worry website. Doubleday, 2002.

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ill, Battuz Christine, ed. My teacher's not here! Kids Can Press, 2017.

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ill, Love Judith DuFour, ed. The Big Test. Charlesbridge, 2011.

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1970-, Fiore Lisa B., ed. Your anxious child: How parents and teachers can relieve anxiety in children / John S. Dacey, Lisa B. Fiore ; with contributions by G.T. Ladd. Jossey-Bass, 2000.

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Audition success: An Olympic sports psychologist teaches performing artists how to win. Routledge, 2001.

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Book chapters on the topic "Teacher anxiety"

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Dawson, R. L. "Separation Anxiety." In Teacher Information Pack 1: Behaviour. Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-08997-0_36.

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Machida, Tomohisa. "Foreign Language Anxiety and Japanese Elementary-School Teachers’ Characteristics." In Teacher Education and Professional Development in TESOL. Routledge, 2016. http://dx.doi.org/10.4324/9781315641263-11.

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Yamamoto Ravenor, R. "Intelligent Agents Influx in Schools: Teacher Cultures, Anxiety Levels and Predictable Variations." In Lecture Notes in Computer Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78270-2_71.

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Jelínková, Jaroslava. "Obava z komunikace v cizím jazyce ve třídě." In Výzkum v didaktice cizích jazyků II. Masaryk University Press, 2019. http://dx.doi.org/10.5817/cz.muni.p210-9547-2019-1.

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The aim of the study is to introduce the concept of foreign language communication anxiety and to outline studies dealing with this topic at the university level. The paper provides an overview based on data from sixteen studies that were included in the international databases Web of Science and Scopus in the range of the last nineteen years. Both quantitatively and qualitatively focused studies examine the concept of foreign language communication anxiety in relation to the personal characteristics of individuals and external variables, e.g. teacher´s personality or classroom dynamics.

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Dansie, Tim. "Counselling for anxiety." In Basic Counselling Skills for Teachers. Routledge, 2019. http://dx.doi.org/10.4324/9780203728895-12.

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Kwok, Sylvia. "Implementation of Positive Education Projects in Hong Kong." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_27.

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AbstractApplying the PERMA model, several positive education projects were launched in pre-primary, primary, high schools, and universities in Hong Kong. The projects were guided by a six-level implementation process described as learn it, live it, reflect it, conceptualize it, apply it and embed it. The pre-primary school project focused on the character strengths of creativity, bravery, hope, love, altruism, honesty, gratitude, and forgiveness. The whole school positive education project in primary schools aimed to enhance the wellbeing of teachers and students, and involved teacher trainings, parent workshops, student activities, and a positive education curriculum. The high school project emphasized promoting optimism, hope, and character strengths, aiming to decrease students’ anxiety. The university project aimed to nurture and enhance the development of students’ positive emotions, relationships, purpose, accomplishments, engagement, and health. The projects were effective in increasing the wellbeing and decreasing the mental health problems of students. Characteristics of the positive education projects and factors affecting effectiveness of the projects are discussed and suggestions for future direction of positive education in Hong Kong are proposed.

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Johnson, Rita M., Kenneth H. Smith, and Sherrie Carinci. "Preservice Female Teachers’ Mathematics Self-Concept and Mathematics Anxiety: A Longitudinal Study." In Global Pedagogies. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3617-9_11.

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Jenßen, L., G. Hosoya, A. Jegodtka, K. Eilerts, M. Eid, and S. Blömeke. "Effects of Early Childhood Teachers‘ Mathematics Anxiety on the Development of Childrens‘ Mathematical Competencies." In Student Learning in German Higher Education. Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-27886-1_8.

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Lelli, Nadia Kristen. "Physical Classroom Environment and Anxiety: Primary School Teachers’ Consideration of Their Physical Classroom Environment." In Reflective Practice in Teaching. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9475-1_27.

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Marzec-Stawiarska, Małgorzata. "An Investigation into Classroom-Related Foreign Language Speaking Anxiety Among in-Service Teachers of English." In Second Language Learning and Teaching. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14334-7_8.

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Conference papers on the topic "Teacher anxiety"

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Ruxanda (Șuhan), Alina. "Anxiety Tests in Primary School." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/30.

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The purpose of this paper is to present both theoretical and practical aspects related to student’s test anxiety. The role of this paper is to inform the teachers about haw the word” test” should be used in the school context and to highlight the aspects of anxiety and everything that lies behind this rich subject. The main objective underlying this paper is the detailed analysis of what anxiety means and haw it manifests itself among the students. The paper is structured of 3 chapters, two of them presenting the theoretical part and one practical part. In the first part called, Theoretical Approach” the paper aims to analyse the following: anxiety, anxiety theories and contemporary theories and implications of anxiety towards the test. In the second chapter called, Anxiety and stress towards tests” the paper focuses on the following aspects: anxiety about test, anxiety disorders and their effects on personality development, the role of tests in education children of primary school, blocking anxiety and recovering from failure, affectivity and perfectionism. In the third chapter named, the research methodology” I will try to analyse haw children are affected during the assessment and haw high their level of anxiety is when they are faced with these situations. Also, in performing the processing and interpretation of the data from this research, the statistical method was used. Thus, after centralizing the results of the students participating in the study, we reached the following conclusions: during the tests some of students trembled their hands, often students forget what they have learned or have problems in remembering. Many students do not give 100% performance when undergoing tests because they are stressed, became anxious and they block. The teacher has to teach children that the role of testing is to figure out where you went wrong or what needs to be improved. From study the material needed for this paper I was able to discover what each child (even myself) felt and lived when he heard the word, test”.

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Fedorenko, Marina, Marina Belousova, and Tatiana Chetyrchinskaya. "Emotional Intelligence, Anxiety and Aggression as Predictors of Destructive Behaviour and Offences of Teenagers." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e1266.

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Duncan, Luke, and Karen High. "Exploring the relationship between math anxiety, working memory and teacher practices." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-226.

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Andriyani, Ayu, Amirah Himma, Siti Alizar, Zakki Amin, and Mr Mulawarman. "The Relationship of Anxiety, School Burnout and Well-Being in High School Students." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.5.

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Sintawati, Mukti, and Ginanjar Abdurrahman. "Correlation Between Teaching Readiness with Math Anxiety of Primary Pre-Service Teacher." In Proceedings of the First International Conference on Progressive Civil Society (ICONPROCS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/iconprocs-19.2019.39.

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Siregar, Nadya Desita, Wuri Prasetyawati, and Mita Puspita Sary. "Association of Anxiety and Teacher Expectation among High School Students in Jakarta." In Universitas Indonesia International Psychology Symposium for Undergraduate Research (UIPSUR 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/uipsur-17.2018.41.

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Valiullina, Marina. "The Impact of Academic Motivation, School Anxiety and Self-Reflective Awareness on the Experience of High School Students’ Cognitive States." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e1394.

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Jelínková, Jaroslava. "Obava z komunikace v cizím jazyce ve výuce: Česká adaptace škály Foreing Langue Classroom Anxiety Scale." In Učení a vyučování cizím jazykům ve výzkumu. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9822-2020-1.

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Quality communication between a teacher and a student or students contributes to the process of learning not only a foreign language. Contrarily, fear of communication can significantly harm communication. The present study provides information on the process and results of scale adaptation, which measures foreign language anxiety (Horwitz, Horwitz & Cope, 1986). The process of adaptation to Czech conditions included the verification of content validity, construct validity, and the identification of a factor structure of the instrument. Based on the results of the exploratory factor analysis in the STATISTICA 13.3 program, a reduction from thirty-three to thirteen items was proposed. The internal consistency of the adapted Foreign Language Classroom Anxiety Scale showed a sufficient Cronbach's alpha coefficient of 0.82.

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Zuo, Mingzhang, Lixiang Gao, Wei Wang, and Heng Luo. "A Sense of Fulfillment or Inevitable Stress? Unraveling the Phenomenon of Teacher Anxiety in Synchronous Online Classroom for Rural Education." In 2020 International Symposium on Educational Technology (ISET). IEEE, 2020. http://dx.doi.org/10.1109/iset49818.2020.00056.

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Leutanu, Gabriela. "Involvement of psychology as a science in teaching by reducing anxiety in students and teachers." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p249-254.

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Psychology as a science investigates the most common mental health problems during childhood and adolescence, including anxiety disorders. When the child begins to doubt his abilities in a subject, anxiety can become a factor that prevents him from learning or reproducing the acquired knowledge. Sometimes this can be confused with a learning disorder when it comes to just anxiety. Left untreated, anxiety disorders can affect both students' ability to study and personal relationships. In severe cases, anxiety disorders can make it difficult to go to school. Anxiety is the first intrinsic answer to the requirement of functioning and performance in conditions at least different from the conditions in which we formed our usual techniques.

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Reports on the topic "Teacher anxiety"

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Teacher assessments could replace high-stake testing to improve student well-being. ACAMH, 2019. http://dx.doi.org/10.13056/acamh.10674.

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Many students experience anxiety and distress during exams, and these emotions can have a negative effect on achievement. Notably, one of the top-reported concerns voiced by children in the UK is the stress and anxiety associated with school work and exam performance.

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December 2019 issue – The Bridge. ACAMH, 2019. http://dx.doi.org/10.13056/acamh.9715.

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Summaries include; if parental consanguinity predicts the severity of Autistic symptoms; study the transmission of intergenerational anxiety in families; systematic review into the effectiveness of available interventions to treat PTSD; the efficacy of teacher assessments vs exams to assess performance in UK schools; relationship between intolerance of uncertainty and extreme demand avoidance in young people with Autism; and how fluctuations in external environmental noise affect the developing Autonomic Nervous System in babies.

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