Managing anxiety in the classroom: how small group work helps students manage the effects of their anxiety

Thesis

This small-scale study reports on an intervention that was implemented following on from previous investigation in my school. Variations in some students’ self-efficacy and self-regulation were identified, and some students reported fear of failure, which was cited as a reason for low participation or avoidance of learning. The intervention reported in this paper was purposeful, supporting students who required additional support and often struggled to regulate learning behaviours in lessons.

Analysis of the data indicates students were generally better able to express themselves after the intervention, providing more detailed responses to questions in their post-intervention questionnaires. Student reports of anxiety appear to increase after the intervention, which may be attributable to increased awareness, greater trust in the teacher and the setting, or a real increase in anxiety at that point in time. Initial analysis shows that post-intervention, students increase their use of others, be that teacher or peers, when they experience anxiety. Data also indicate that some students may have greater self-efficacy when approaching hard problems post-intervention, with an increase in the number of students who cite effort and thinking as important when tacking challenges.

Educational and psychological research is discussed in the context of these findings, as well as implications for future practice.

Authors: Aldridge-Gibbons, A

• DOI: 10.5287/ora-bxg80bwpy
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: MLT 2022; MLT
• Subjects: Education