View in EDS

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

Saved in:
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: ED636197
AccessLevel: 3
PubType: Dissertation/ Thesis
PubTypeId: dissertation
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teachers' Perceptions of How Anxiety Influences Students' Academic Performance: A Qualitative Study
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Dwyer%2C+Kelly+Elizabeth%22">Dwyer, Kelly Elizabeth</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22ProQuest+LLC%22"><i>ProQuest LLC</i></searchLink>. 2022Ed.D. Dissertation, American College of Education.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 143
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Dissertations/Theses - Doctoral Dissertations
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Control%22">Attention Control</searchLink><br /><searchLink fieldCode="DE" term="%22Symptoms+%28Individual+Disorders%29%22">Symptoms (Individual Disorders)</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Georgia%22">Georgia</searchLink>
– Name: ISBN
  Label: ISBN
  Group: ISBN
  Data: 979-83-7991-716-6
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="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" linkWindow="_blank">http://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</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED636197
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED636197
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 143
    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Learning Theories
        Type: general
      – SubjectFull: Attention Control
        Type: general
      – SubjectFull: Symptoms (Individual Disorders)
        Type: general
      – SubjectFull: Georgia
        Type: general
    Titles:
      – TitleFull: Teachers' Perceptions of How Anxiety Influences Students' Academic Performance: A Qualitative Study
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Dwyer, Kelly Elizabeth
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2022
          Identifiers:
            – Type: isbn-print
              Value: 979-83-7991-716-6
          Titles:
            – TitleFull: ProQuest LLC
              Type: main
ResultId 1