EFFECTS OF ACADEMIC ANXIETY ON THE PERFORMANCE OF STUDENTS WITH AND WITHOUT LEARNING DISABLITIES AND HOW STUDENTS CAN COPE WITH ANXIETY AT SCHOOL
Chapter 1:
Introduction
All students are entitled to an education in a positive environment. Free Appropriate Public Education (FAPE) is part of the Individuals with Disabilities Act (IDEA) that assures students with disabilities receive an appropriate and individualized education (U.S. Department of Education, 2004). FAPE also assures that students with disabilities participate in the general education classroom. Students with and without disabilities can suffer from anxiety when faced with certain academic tasks. It is important for teachers to be aware of the signs of anxiety, and what can be done to ease students’ anxiety.
Background
Anxiety is a normal reaction to certain situations. A small level of anxiety is normal, but severe anxiety can be a serious problem. Academic anxiety can become more detrimental over time. As a student’s academic performance suffers, the anxiety level related to certain academic tasks increases (Huberty, 2012). Most teachers will have students with social anxiety and/or academic anxiety. Social anxiety can also affect a student’s academic performance. If a student has social anxiety, the student might not be able to complete group tasks or might not feel comfortable asking for help in class. Social anxiety can go along with or even lead to academic anxiety. Teaching students self-regulation can reduce anxiety and increase academic performance (Ader & Erktin, 2010).
Statement of the Problem
Many students suffer from anxiety when facing difficult academic tasks. Students with learning disabilities often face more anxiety than general education students (Nelson & Harwood, 2011). Different students respond differently to anxiety.
ACADEMIC ANXIETY AND COPING WITH ANXIETYÂ Â
Teaching self-regulation in early childhood is important to reduce the development of school related anxiety at an early age (Zelazo & Lyons, 2012). Anxiety can have a negative effect on the information processing system. People with anxiety have difficulty storing and retrieving information (Nelson & Harwood, 2011). Some students are very difficult to formally or informally assess because of anxiety. Not all teachers understand the signs of anxiety and the effects on their students. If teachers can recognize the signs, they can help the students cope with academic anxiety. Because all students are different, understanding multiple methods for coping with anxiety can be beneficial for more students.
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EFFECTS OF ACADEMIC ANXIETY ON THE PERFORMANCE OF STUDENTS WITH AND WITHOUT LEARNING DISABLITIES AND HOW STUDENTS CAN COPE WITH ANXIETY AT SCHOOL
