Year: 2013
Type: dissertation
Abstract: This case study research explored how sixth grade students experience and respond to anxiety prior to, during, and after receiving 10 sessions of instruction in anxiety-reducing strategies in the classroom compared to a group of similar students who do not receive instruction in anxiety-reducing strategies in the classroom. Three research-based strategies were taught: (a) progressive muscle relaxation, (b) breathing exercises, and (c) positive self- talk. Qualitative data were collected through journals the students kept, pre-questionnaires and post-questionnaires, observation notes, and field notes. Four strong themes, in the words of the students, were identified: (a) “I like it” – demonstrating autonomy; (b) “I don’t like it” – demonstrating disaffiliation; (c) “I don’t need it” – demonstrating self-advocacy; and (d) “It doesn’t work for me” – demonstrating resignation.\nThe strongest theme that emerged from the study was “I like it” (autonomy). The data collected from the journals and the pre-questionnaires and post-questionnaires, as well as the observation notes and the field notes, showed that students who participated in the classes with instruction on the three research-based anxiety-reducing strategies experienced positive change in their ability to control anxiety during anxiety-producing situations by using one or more of the strategies.
Author: Robin K. Buchler
Language: English
Topic: Student Stress and Coping
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W203005867