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1.
The transition to secondary school is a common cause of stress and anxiety, which can be exacerbated by the innate characteristics associated with Asperger syndrome (AS) and high‐functioning autism (HFA). This study aimed to explore experiences of the transition to secondary school for students with AS/HFA from the parental perspective. Seventeen parents of children with AS/HFA from the north of England completed an online questionnaire about their child's school transitional experience. Responses indicated that there were a number of factors that influenced the experiences of pupils with AS/HFA at school and the preceding transition, including anxiety, bullying, friendship and support at school. Girls with AS/HFA presented with unique issues not commonly seen in the male dominated condition. The transition to secondary school was seen to encompass a number of difficulties for students with AS/HFA. Health and educational services can learn from the experiences explored in this survey in order to inform future practice. 相似文献
2.
Social anxiety has been linked with adverse consequences for adolescents in education, including low self-efficacy, poor academic attainment and difficulties with social functioning. However, studies have not considered the phenomenon from an educator’s point of view. We set out to explore the perceptions of secondary school teachers concerning socially anxious adolescents and the implications of social anxiety for their learning and development. Seven secondary school teachers in the north west of England took part in semi-structured interviews focused on their lived experiences of supporting socially anxious adolescents. The findings suggest that educators perceive social anxiety to have the potential to be persistent and debilitating, impeding learning and development. The findings also demonstrate that teachers are aware of social anxiety and supportive strategies, but face difficulties in disentangling different anxious behaviours and providing differentiation. Conclusions indicate that recurring professional development and teacher training surrounding anxieties and comorbid behaviour may alleviate negative consequences for learning and development. 相似文献
3.
刘怡露 《信阳师范学院学报(哲学社会科学版)》2016,(4):72-75
初中生在英语学习过程中大多存在一定程度的焦虑,而方言较重地区由于受方言及相对落后的教学条件等客观因素影响,初中生英语学习的焦虑度普遍偏高。豫南地区属于方言较重的区域之一,当地初中生们深受英语学习焦虑困扰,大多表现为英语学习兴趣较低、学习策略掌握不足,英语学习焦虑严重干扰了豫南地区初中生英语学习的进程和效果。因此,需要坚持不懈地纠正初中生英语学习中的错误习惯,培养正确发音规则;提高英语会话能力,克服口语障碍;转变学习心理,教会初中生如何正确选择英语学习策略;规范考试内容和形式,引导初中生树立正确的考试观,减少考试焦虑,帮助该地区初中生提高英语学习成效。 相似文献
4.
Since 1970s,the research on second language acquisition has been developed with times.The research focus of lLanguage teach ing has shifted from the study of how to teach students to how to learn for students,with particular attention to explore the influence that students’psychological factors such as learning motivation,learning attitude and learning anxiety have on learning outcomes.Among those emotional variables,anxiety is considered to be one of the most critical psychological variables.English classroom anxiety is different from the ordinary classroom anxiety and receives much attention from scholars.Horwiz(1986) pointed out that foreign language anxiety is a unique phenomenon in language learning.In China,English learning in senior high school is a very important period.It is a common phenomenon to see students behaving anxiously in the English class.Therefore,the anxiety in the English class of senior high school de serves attention.This paper will analyze the main reasons of students’anxiety and points out several effectively methods to relieve their anxiety so as to enhance English classroom teaching and learning effect. 相似文献
5.
已有研究表明,我国中学生焦虑水平状况不容乐观,但目前的研究多数都是就某一个或较少的方面来展开探讨的。而事实上,焦虑是由多方面因素共同作用的结果。因此,开发一个对中学生焦虑来源进行全面探索的测量工具,具有积极的现实意义。通过文献分析、访谈和开放式问卷调查方法,调查了586名中学生的焦虑来源因素,并在此基础上编制中学生焦虑来源因素问卷。探索性因素分析和验证性因素分析的结果表明,中学生焦虑来源因素主要包括学习方面、考试方面、形象方面、学校交往方面、家庭方面,以及恋爱交往方面。问卷信、效度指标良好,可作为中学生焦虑来源的测量工具。 相似文献
6.
张婉莉 《陕西教育学院学报》2012,(2):24-26,50
采用整群抽样调查法,以两所完全中学的508名学生为被试,探索考试焦虑罹患者的四分成就目标特征。通过调查我们发现:中学生考试焦虑不适者的检出率为67.7%,重度焦虑者占到了抽样总体的三分之一强;女生的考试应激问题要明显重于男生;中学生的焦虑不适度与2种回避型目标显著正相关;焦虑不适者的四分成就目标具有校际(重点与普通)、学段(初中与高中)与性别等人口学特征差异。提示,考试焦虑中学生具有回避型成就目标特征,女生的高掌握回避取向可能是其高焦虑的内在原因。 相似文献
7.
中学生考试焦虑与成就目标、学习策略及学业成绩的关系 总被引：3，自引：0，他引：3
张婉莉 《陕西教育学院学报》2006,22(4):119-122
问卷调查与研究显示:中学生的考试焦虑在性别、年级和学校类型上均无显著性差异,且普遍存在中度以上焦虑;重度考试焦虑对学业成绩有显著削弱作用;学生的成就目标定向和自我调节学习策略对其考试焦虑的干预具有重要意义。 相似文献
8.
Chih-Ming Chen Jung-Ying Wang Yong-Ting Chen Jhih-Hao Wu 《Interactive Learning Environments》2016,24(4):681-705
To reduce effectively the reading anxiety of learners while reading English articles, a C4.5 decision tree, a widely used data mining technique, was used to develop a personalized reading anxiety prediction model (PRAPM) based on individual learners' reading annotation behavior in a collaborative digital reading annotation system (CDRAS). In addition to forecasting immediately the reading anxiety levels of learners, the proposed PRAPM can be used to identify the key factors that cause reading anxiety based on the fired prediction rules determined by the developed decision tree. By understanding these key factors that cause reading anxiety, instructors can apply reading strategies to reduce reading anxiety, thus promoting English-language reading performance. To assess whether the proposed PRAPM can assist instructors in reducing the reading anxiety of learners, this study applies the quasi-experimental method to compare the learning performance of three learning groups, which are, respectively, supported by a CDRAS with individual annotations, collaborative annotations, and collaborative annotations with online instructor's support to reduce reading anxiety by the proposed PRAPM. The instructional experiment was conducted on Grade 7 students at Taipei Municipal Wan-Fang high school. Experimental results indicate that the average correct prediction rate of the proposed PRAPM in identifying the reading anxiety levels of learners was as high as 70%. Moreover, analytical results show that the collaborative annotation with online instructor's support for reducing reading anxiety by the proposed PRAPM indeed helps learners reduce reading anxiety, particularly for the male learners, showing that gender difference exists. Furthermore, based on online instructor's support for reducing reading anxiety by the proposed PRAPM, the correlation analysis also shows that the online instructor's interaction with the male learners is significantly correlated with the reading anxiety reduction. Furthermore, English-language learning performance of the three learners groups, which were given a CDRAS with different learning mechanisms, was significantly promoted. 相似文献
9.
Language anxiety is a kind of apprehension occurs when student need to perform oral English.Many researchers agree that language anxiety is an important factor in English learning.This thesis is going to test 80 students from Bordertown high school,Hunan Province,to uncover the English learning situation of senior high school students,to survey the correlation between language anxiety and oral English performance,and to give inspiration for senior middle school English teaching. 相似文献
10.
Social anxiety in learning is prevalent amongst traditional-age students and has a marked effect on their engagement with higher education. It receives little attention from academic or support services and there is a presumption that students will manage their anxieties. Yet it is unclear what psychosocial resources they might bring to this task and how these may develop through the undergraduate years. This study sought to identify possible change processes in student social anxiety by analysing qualitative responses obtained from Level 2 undergraduate students (n=39) in relation to their experience of learning situations such as lectures, seminars and group presentations. Thematic analysis suggested a four-stage developmental progression for students in terms of their experience and orientation to coping with social anxiety. Implications for staff development and student support are outlined. 相似文献
11.
Mairin Kenny Michael Shevlin Patricia Noonan Walsh Eileen McNeela 《Journal of Research in Special Educational Needs》2005,5(1):11-19
In the past decade Ireland has witnessed substantial changes in policy and provision for children with general learning difficulties as government policies and legislation increasingly underpin the move towards more inclusive provision. Despite this series of policy initiatives parents of children who experience Down syndrome and general learning difficulties can encounter serious obstacles in gaining access to mainstream education for their children.
This research project was a study of the experiences of a small sample of parents of children who experience Down syndrome and general learning difficulties in relation to their efforts to access appropriate education and education supports for their child in the mainstream school setting. These parents had to invest extraordinary levels of time, energy, and resources in their struggle to get these children into mainstream school and to support their progress there. At local school level these parents and children had positive experiences, but life has taught them that society offers acceptance as a favour, so they cannot confidently expect acceptance by schools and teachers as a right. 相似文献
This research project was a study of the experiences of a small sample of parents of children who experience Down syndrome and general learning difficulties in relation to their efforts to access appropriate education and education supports for their child in the mainstream school setting. These parents had to invest extraordinary levels of time, energy, and resources in their struggle to get these children into mainstream school and to support their progress there. At local school level these parents and children had positive experiences, but life has taught them that society offers acceptance as a favour, so they cannot confidently expect acceptance by schools and teachers as a right. 相似文献
12.
邢伟华 《黑龙江教育学院学报》2005,24(6):114-116
焦虑是对二语学习影响力最大的情感因素,焦虑对语言学习的消极影响会给学习者带来巨大障碍。导致焦虑产生的原因是多方面的,针对不同原因,教师可以采取相应措施来帮助二语学习者克服焦虑。焦虑的克服有助于学习者以积极的心态成功地完成语言学习。 相似文献
13.
This empirical study focused on high school students with a learning disability (LD), particularly adolescents undergoing training in secondary vocational study programmes. A total of 417 1st-year high school students were included in the survey, 105 of whom were LD students. Data on social anxiety and perceived social self-efficacy were collected at the beginning and end of the school year using the Social Self-Efficacy Scale and the LSAA Social Anxiety Scale. The results mostly relate to male students because the sample included 359 boys and 58 girls. In both the initial and final measurements, a significantly lower level of perceived social self-efficacy and a higher level of social anxiety were found in students with special needs compared to their peers. Perceived self-efficacy in LD students decreased significantly during the school year, while changes in social anxiety were not statistically significant. Results could indicate some difficulties in social integration of LD youths in vocational school classes. Thus, it would be desirable for schools to provide a more supportive and efficient learning environment for strengthening social integration of LD students in secondary vocational education. 相似文献
14.
Greg Conderman Toni Van Laarhoven Jesse Johnson Lisa Liberty 《Support for Learning》2021,36(4):664-677
Students with disabilities typically experience academic, social, and behavioural challenges in school. Some of these students also often experience anxiety and stress associated with school situations and events. Wearable technologies are an emerging innovation in the United States that can support students with disabilities during stressful academic or social situations. This article discusses issues associated with wearables, offers questions to consider when considering a wearable device for a student, and describes several wearable technologies for students with disabilities. 相似文献
15.
Anxiety has an important influence on two language learning as one of the affective factors in language learning.People usually think that excessive anxiety can interfere with the learning of English,especially the spoken English.This paper mainly studies the reasons of causing anxiety,strategies of solving speaking anxiety and help students overcome affective barriers,enhancing the level of spoken english. 相似文献
16.
陈凤雏 《兰州教育学院学报》2010,26(6):92-93
国内外许多学者对焦虑成因进行过探讨,但是大多从语言课堂本身和学习者的内部因素来分析,很少有从语言课堂外和外部因素的角度进行探讨。笔者通过调研认为学生学习中所感知的社会支持和语言学习焦虑呈负相关,教师社会支持是语言学习焦虑的预测变量。 相似文献
17.
Since the 1960s, foreign language educators and researchers home and abroad have started to pay attention to the influence of the affective variables including language learning anxiety on foreign language learning. This thesis tried to find out the factors that may influence the foreign language learning anxiety level of left-behind students and put forward ways to help lower down the foreign language learning anxiety level of the left-behind junior middle school students. 相似文献
18.
张红波 《宁波教育学院学报》2008,10(2):98-100
通过对102名高一学生的调查,对其写作焦虑及英语作文成绩的相关性、影响英语写作成绩的前十项写作焦虑因素、男女生写作成绩与写作焦虑因素之间的差异进行了调查,采用相关分析t、检验和回归分析探讨了它们之间的关系。结果表明,受试在英语写作中体验到较高的写作焦虑,写作焦虑值高的受试作文分数低,男生的焦虑程度远高于女生的写作焦虑值。 相似文献
19.
Social skills of students with special needs play a very important role in their successful integration into inclusive learning environments. The aim of present empirical research was to establish whether students with learning disabilities (LD) attending grades 7–9 of regular primary school in Slovenia experience difficulties in social skills compared to their peers without LD. The following measuring instruments were used: the Questionnaire about Interpersonal Difficulties for Adolescents, the Social Anxiety Scale for Adolescents and the Self-Concept Scale. The basic research findings indicated statistically significant structural differences between the students with LD and their peers. The two groups differ in terms of difficulties in social interaction. Students with LD experience more difficulties. Statistically significant differences between the groups also appeared in tension and inhibition in social contact and social anxiety, as well as in the area of self-concept: students with LD are more anxious and reserved in social contacts. 相似文献
20.
李艳芳 《雁北师范学院学报》2004,20(1):79-81
在外语学习过程中,除了学习策略、环境等外部因素之外,学习者自身的情感因素对外语学习也有着不可忽视的影响,而其中的语言焦虑是影响外语学习诸多因素中的主要因素,解决情感问题有助于提高语言学习效果. 相似文献