L’anxiété des élèves en milieu scolaire telle que perçue par des enseignants du primaire

Lambert-Samson, Véronique; Beaumont, Claire

doi:10.7202/1043356ar

Cited by 4 publications

(1 citation statement)

References 39 publications

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“…Indeed, situations such as exams, the arrival of a new teacher, or an oral presentation are often perceived as threatening. In turn, this can lead students to experience various levels of anxiety [5,6]. The most widely used framework to study anxiety is the State-Trait Anxiety Model [7][8][9][10].…”

Section: Introductionmentioning

confidence: 99%

Anxiety in the Classroom: Only Girls’ Anxiety Is Related to Same-Sex Peers’ Anxiety

Charbonneau

Journault

Cernik

et al. 2022

IJERPH

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Many teens report experiencing anxiety in school, which can negatively impact their well-being. Considering that adolescents tend to adopt the same behaviors as their classmates with whom they spend, on average, 923 h every year, the current exploratory study (1) assessed whether an association exists between a student’s state anxiety score and his/her classmates’ average trait anxiety scores and (2) examined whether this association differed between boys and girls, as well as between elementary school and high school students. During two consecutive school years, 1044 Canadian students (59% girls) from six elementary schools (aged 10–12) and seven high schools (aged 15–17) completed the State-Trait Anxiety Inventory for Children. Multilevel analyses revealed a same-sex peer effect of classmates’ anxiety in girls only (β = 0.40, p < 0.001). This effect was similar for elementary and high school girls (β = 0.07, p = 0.27). Interestingly, no association was found for boys, same-sex peers (β = 0.11, p = 0.25), or opposite-sex peers (β = −0.01, p = 1.00). Our results suggest that factors related to sex may reinforce anxiety in school settings. Future studies should confirm these results and explore the mechanisms involved in this sex-specific difference.

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Section: Introductionmentioning

confidence: 99%

Anxiety in the Classroom: Only Girls’ Anxiety Is Related to Same-Sex Peers’ Anxiety

Charbonneau

Journault

Cernik

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

Le processus de rumination mentale chez les enfants de 8 à 11 ans : adaptation et validation française de la Children's Response Styles Scale/échelle des styles de réponses chez les enfants

van

Zebdi

Burgy

et al. 2021

Neuropsychiatrie de l'Enfance et de l'Adolescence

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School and separation anxiety in children: the psychotherapeutic value of art therapy

BERKOUCHE

2024

AUCPP

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The clinical illustration presented here showcases the psychotherapeutic benefits of art therapy for children experiencing separation anxiety. Its containing quality facilitates the reconstruction of internal and external boundaries and fosters a sense of personal integrity. By stimulating creativity, imagination, and the projection of internal fears, art therapy enables children to process and express their emotions effectively, leading to improved emotional regulation and coping mechanisms. Separation anxiety can give rise to social and academic adaptation difficulties, which are often associated with learning challenges and academic failures. Based on this, we concluded through an experiment that introducing art therapy, as a form of mental health care for these children, is highly beneficial for improving their well-being.

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L’anxiété des élèves en milieu scolaire telle que perçue par des enseignants du primaire

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Cited by 4 publications

References 39 publications

Anxiety in the Classroom: Only Girls’ Anxiety Is Related to Same-Sex Peers’ Anxiety

Anxiety in the Classroom: Only Girls’ Anxiety Is Related to Same-Sex Peers’ Anxiety

Le processus de rumination mentale chez les enfants de 8 à 11 ans : adaptation et validation française de la Children's Response Styles Scale/échelle des styles de réponses chez les enfants

School and separation anxiety in children: the psychotherapeutic value of art therapy

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