Anxious boys and girls under the teacher's radar: Students' perceptions of academic problems and help in compulsory school.
Saved in:
| Title: | Anxious boys and girls under the teacher's radar: Students' perceptions of academic problems and help in compulsory school. |
|---|---|
| Authors: | Løhre, Audhild (AUTHOR), Uthus, Marit (AUTHOR), Aas, Hanne Kristin (AUTHOR) |
| Source: | Scandinavian Journal of Educational Research. Oct2025, Vol. 69 Issue 6, p1147-1160. 14p. |
| Subjects: | Anxiety, Mental health, Students, Teachers, Classroom dynamics, Gender differences (Sociology), Educational support, Learning problems |
| Abstract: | Anxiety adversely impacts boys' and girls' mental health. We assessed agreement on student anxiousness in 390 student and teacher reports from first to 10th grade. Of 67 self-reported anxious students, 56 (83.6%) were unrecognized by the teacher. Next, we explored classroom-related characteristics of anxious and unseen students in logistic regression. Multivariable analyses showed perceptions of being bothered in class to be typical for boys, whereas loneliness was most dominant for anxious and unseen girls. Lastly, we explored the influence of specific academic problems and teacher help. Dissatisfaction with teacher help and perceived problems in mathematics characterized girls, whereas boys reported problems with writing, mathematics, and English. However, it is worth noting that perceived teacher help lessened burdens of academic problems for anxious and unseen students. We discuss possible reasons for the large proportion of unseen anxiousness and suggest that reflective conversations among teachers may increase their attentiveness and engagement. [ABSTRACT FROM AUTHOR] |
| Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
