Anxiety and Reading Difficulties in Early Elementary School: Evidence for Unidirectional- or Bi-Directional Relations?

Grills‐Taquechel, Amie E.; Fletcher, Jack Μ.; Vaughn, Sharon; Stuebing, Karla K.

doi:10.1007/s10578-011-0246-1

Cited by 92 publications

(111 citation statements)

References 52 publications

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“…The findings are similar to those of Huberty (2009) who reported that characteristics of anxiety can affect students behaviorally, cognitively, and physiologically, for example, high stakes testing can be very difficult for students with anxiety. Grills-Taquechel, Fletcher, Vaughn, & Stuebing (2012) study reported that, students who had lower reading scores at the beginning of the study tended to decrease their harm avoidance tendencies at the end of the study. A decrease in harm avoidance tendencies means the students were not as concerned with reading correctly.…”

Section: Findings On Relationship Between Level Of Anxiety and Studenmentioning

confidence: 93%

The Relationship between Anxiety Levels and Academic Achievement among Students in Selected Secondary Schools in Lang’ata District, Kenya

2014

JESR

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The study investigated the relationship between anxiety levels and academic achievement among students in selected secondary schools in Lang'ata district, Kenya. The study adopted an ex-post facto design and the sample size comprised 180 secondary school students (90 boys and 90 girls). A personality anxiety self-examination quiz and an anxiety test examinationt were administered to participants. Data was analyzed by using both descriptive and inferential statistics. The results showed a presence of high personality anxiety levels at 79%, while the test anxiety indicated a relatively low-normal anxiety level of 27%. The study found out that, there was a correlation between anxiety levels and academic achievement, and that high anxiety levels had a negative impact on the quality of academic results recorded by students.The study also established that students' encountered some high anxiety causing challenges which affect their ability to perform effectively, and girls were found to be more prone to high anxiety levels as compared to boys. The study recommended that, students should take responsibility to seek for anxiety management help from teacher counselors, other teachers.

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Section: Findings On Relationship Between Level Of Anxiety and Studenmentioning

confidence: 93%

The Relationship between Anxiety Levels and Academic Achievement among Students in Selected Secondary Schools in Lang’ata District, Kenya

2014

JESR

View full text Add to dashboard Cite

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“…To summarize, students with school under-achievement are more likely to show lower global self-esteem and to report increasing anxious and depressive symptomatology than typical achievers [32][33][34].…”

Section: Depression In Childrenmentioning

confidence: 98%

Depression, Anxiety at School and Self-Esteem in Children with Learning Disabilities

Alesi¹,

Rappo²,

Pepi³

2014

J Psychol Abnorm Child

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Educational research places emphasis on the fact that pupils with Learning Disabilities may develop depressive and anxiety symptoms characterized by lower levels of self-esteem.The aim of this research is to compare the levels of depression, anxiety at school and self-esteem in children with learning disabilities, mathematical disabilities and a control group who showed typical learning. The participants were 132 children (52 girls and 80 boys), with an average age of 9 years, attending the fourth grade of primary school. These pupils were selected by scores on a battery of tests commonly used in Italy for the assessment of learning disabilities. On the whole, analyses revealed that children with Learning Disabilities and Mathematical Disabilities showed higher level of depression and school anxiety as well as lower rated self-esteem at school than children with typical learning. Moreover our findings highlight the co-occurrence of depressive and anxiety symptoms in pupils with Learning Disabilities.One of the issues that emerges from this study is the need to implement prevention programs aimed at identifying at an early age high-risk children showing increased levels of depression and anxiety. Moreover, these findings highlight the importance to find which are the most appropriate educational and clinical interventions to reduce cognitive maladaptive strategies in school aged children.

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“…This reason for referral was indicated by parents at the time of referral. Interestingly, only 4.7 % of our sample diagnosed with GAD (as either primary or secondary) had ''anxiety'' reported as the reason for referral, although anxiety-related problems may have been reflected in broader domains such as ''academic problems'' given the linkage between anxiety and schoolrelated impairment [15][16][17][18].…”

Section: Participantsmentioning

confidence: 99%

Primary Versus Secondary Diagnosis of Generalized Anxiety Disorder in Youth: Is the Distinction an Important One?

Ollendick

Jarrett

White

et al. 2015

Child Psychiatry Hum Dev

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Examine whether children with a primary diagnosis of generalized anxiety disorder (GAD) differ from children with a secondary diagnosis of GAD on clinician, parent, teacher, and youth-report measures. Based on consensus diagnoses, 64 youth referred to a general outpatient assessment clinic were categorized as having either a primary or secondary diagnosis of GAD. A semi-structured diagnostic interview was used to guide diagnostic decisions and assign primary versus secondary diagnostic status. We predicted that youth with a primary GAD diagnosis would present with greater anxiety symptomatology and symptom impairment on a variety of anxiety-related measures than youth with a secondary GAD diagnosis. Contrary to our hypotheses, no differences were found between those with primary versus secondary GAD diagnoses on measures of symptom severity and clinical impairment, comorbid diagnoses, or youth and teacher-report measures. Our findings have potential implications for the current practice of requiring primary anxiety diagnostic status as an inclusion criterion in clinical research and treatment outcome studies. Assuming our findings are confirmed in larger samples and with other anxiety disorders, future clinical trials and basic psychopathology research might not exclude youth based on absence of a particular anxiety disorder as the primary disorder but rather include individuals for whom that anxiety disorder is secondary as well.

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Anxiety and Reading Difficulties in Early Elementary School: Evidence for Unidirectional- or Bi-Directional Relations?

Cited by 92 publications

References 52 publications

The Relationship between Anxiety Levels and Academic Achievement among Students in Selected Secondary Schools in Lang’ata District, Kenya

The Relationship between Anxiety Levels and Academic Achievement among Students in Selected Secondary Schools in Lang’ata District, Kenya

Depression, Anxiety at School and Self-Esteem in Children with Learning Disabilities

Primary Versus Secondary Diagnosis of Generalized Anxiety Disorder in Youth: Is the Distinction an Important One?

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