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Full Description
This handbook presents an overview of research on test anxiety and related forms of students' stress and anxiety at schools and other academic environments, and also brings together a series of psychological interventions to prevent and treat anxiety disorders related to academic assessments. Its aim is to inform about strategies that help promote more adaptive behaviors towards academic assessment, as well as discuss other variables (e.g., bullying) that influence test anxiety, a typical stressor at the school and academic environment. These stressors can impair the students' socio-cognitive development, impairing their ability to study and posing a risk to their mental health.
The volume is organized in three parts. The first part brings together chapters discussing different variables and processes associated with academic anxiety, such as test anxiety and social influence, academic motivation, bullying, and procrastination. The second part is completely dedicated to psychological interventions with students designed to promote adaptive coping strategies to deal with academic anxiety and to prevent the development of psychopathologies associated with it. These interventions are based on different approaches, such as cognitive behavioral therapy, acceptance and commitment therapy, analytic behavioral therapy, dialectical behavioral therapy, and mindfulness, among others. Finally, the third part presents strategies that teachers can adopt to manage academic anxiety.
The Handbook of Stress and Academic Anxiety: Psychological Processes and Interventions with Students and Teachers will be a valuable resource for school and clinical psychologists, teachers, school managers and policy makers by providing information based on the best scientific evidences to help students cope with academic anxiety, prevent the development of psychopathologies associated with it and promote mental health at schools and other academic environments.
Contents
1.Introduction.- 2.Anxiety in the Schools: Causes, Consequences, and Solutions for Academic Anxieties.- 3.Supporting Student Success: The Role of Test Anxiety, Emotional Intelligence, and Multifaceted Intervention.- 4.Test Anxiety and Influences of Social Systems.- 5.Academic Anxiety: Relationships with Motivation and Attitudes Toward Learning among Brazilian University Students.- 6.Bullying in Adolescence and Anxiety: An Integrative Review.- 7.Stress and Test Anxiety, Coping and Academic Performance in High School and College.- 8. Mathematics Anxiety and Successful Reversal Strategies: A Brazilian Experience.- 9.Interventions to Reduce Academic Procrastination: A Review of their Theoretical Bases and Characteristics.- 10.Anxiety Disorders in Childhood and Adolescence: Prevalence and Diagnostic Considerations.- 11.Applications of Preventive Child Regulation Work (Tri-P) in the School Context.- 12.Creative Intervention Proposal in the Management of Academic Anxiety.- 13.Cognitive Behavioral Treatments for School-Related Anxiety in Children and Adolescents.- 14.Cognitive Process Therapy for Schoolchildren with Test Anxiety.- 15.Sleep-Wake Cycle and Moderating Effect of Physical Activity in Managing Anxiety.- 16.Acceptance and Commitment Therapy in Educational Setting.- 17.Compassion-Focused Therapy Intervention for Vestibular Exam for Students from Private High School in the City of São Paulo.- 18.Use of Functional Analytic Psychotherapy in a Case of Test Anxiety.- 19.Dialectical Behavior Therapy Skills Training in the School Environment.- 20.Applications of Rational Emotive Behavior Therapy for Students with Test Anxiety.- 21.Mindfulness-Based Interventions for Anxiety and Stress in College Students: An Integrative Review.- 22.Schema Therapy for Adolescents with Test Anxiety.- 23.Online Care for Adolescents and Young Adults With Anxiety During the Aftermath of the COVID-19 Pandemic.- 24.Emergency Remote Education in Brazil in the Context of the Covid-19 Pandemic: Dialogues on Teaching Practice.- 25.Cognitive-Behavioural Intervention for Test Anxiety: Could Teachers Deliver the STEPS Program and What Training would they Require?.- 26.Teachers' Educational Social Skills: A Discussion about their Importance for the Teaching-Learning Process.
