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Teachers' Perceptions of How Anxiety Influences Students' Academic Performance: A Qualitative Study

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Bibliographic Details
Title: Teachers' Perceptions of How Anxiety Influences Students' Academic Performance: A Qualitative Study
Language: English
Authors: Dwyer, Kelly Elizabeth
Source: ProQuest LLC. 2022Ed.D. Dissertation, American College of Education.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 143
Publication Date: 2022
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Descriptors: Teacher Attitudes, Academic Achievement, Elementary School Teachers, Elementary School Students, Intervention, Correlation, Anxiety, Learning Theories, Attention Control, Symptoms (Individual Disorders)
Geographic Terms: Georgia
ISBN: 979-83-7991-716-6
Abstract: Gaps exist in research on the effectiveness of preventive programs and strategies to address anxiety among children, placing the burden on educational leaders and teachers. The problem is anxiety poses a threat to the academic performance of first through fifth grade students. Cognitive learning theory and attentional control theory provided a theoretical framework for the influence of anxiety on learning and academic performance. Attentional control theorists explain anxiety as a negative factor on academic performance as it takes attention away from learning. The purpose of the study was to understand the perceptions and perspectives of first- through fifth-grade teachers on the influence anxiety has on student academic performance. Research questions guided understanding teachers' perspectives on the influence anxiety has on first through fifth grade students' academic performance and perceptions of students' engagement with anxiety at an elementary school in Georgia. Conducting the research was essential as results could be used to develop student interventions. A qualitative case study was used to obtain an in-depth account of teachers' real-life experiences while educating students with anxiety symptoms. Participants were chosen purposively according to voluntary participation, having more than 2 years teaching experience, having a valid Georgia teaching certificate, teaching at the research site, and having a perceived enhanced understanding of the influence anxiety has on students, to provide a more educated group capable of articulating thoughts and feelings. Interviews, a focus group, and a symptoms of anxiety checklist were designed to collect data from 15 participants. Data were transcribed and manually coded to identify emerging themes. Understanding teachers' perspectives and perceptions of anxiety can educate stakeholders on the need for student interventions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2023
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30248451
Accession Number: ED636197
Database: ERIC
Description
Abstract:Gaps exist in research on the effectiveness of preventive programs and strategies to address anxiety among children, placing the burden on educational leaders and teachers. The problem is anxiety poses a threat to the academic performance of first through fifth grade students. Cognitive learning theory and attentional control theory provided a theoretical framework for the influence of anxiety on learning and academic performance. Attentional control theorists explain anxiety as a negative factor on academic performance as it takes attention away from learning. The purpose of the study was to understand the perceptions and perspectives of first- through fifth-grade teachers on the influence anxiety has on student academic performance. Research questions guided understanding teachers' perspectives on the influence anxiety has on first through fifth grade students' academic performance and perceptions of students' engagement with anxiety at an elementary school in Georgia. Conducting the research was essential as results could be used to develop student interventions. A qualitative case study was used to obtain an in-depth account of teachers' real-life experiences while educating students with anxiety symptoms. Participants were chosen purposively according to voluntary participation, having more than 2 years teaching experience, having a valid Georgia teaching certificate, teaching at the research site, and having a perceived enhanced understanding of the influence anxiety has on students, to provide a more educated group capable of articulating thoughts and feelings. Interviews, a focus group, and a symptoms of anxiety checklist were designed to collect data from 15 participants. Data were transcribed and manually coded to identify emerging themes. Understanding teachers' perspectives and perceptions of anxiety can educate stakeholders on the need for student interventions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN:979-83-7991-716-6