Research Article
Educational Environment Approach to Preventing the Growth of School Students Anxiety in the Transition from Primary to Secondary School
Abstract
The article describes the possible environmental approach for prevention of growth of school anxiety that was found in Russian students at the moment of transition from primary to secondary school. The authors present the content of the experimental study, which was attended by 213 children of the fourth and fifth years of school education. The author's model of the local personal-developmental educational environment in the fourth grades was implemented to prevent difficulties in the adaptation of fifth graders to secondary school, and prevention of the growth of school anxiety of pupils. For diagnostics of level of school anxiety the "Trait Anxiety Scale" of Prikhozhan was used. It is proved that the implementation of the environmental approach in the experimental classes prevents the growth of school anxiety in the transition to secondary school. The research materials can be used to solve the problem of continuity between the levels of school education.
References
- Avramenko, N.N. (2017). The use of art in the process of increasing the success of socio-psychological adaptation of fifth graders in secondary school. Young scientist, 5, 383–387. Axelson, D.A., & Birmaher, B. (2001). Relation between anxiety and depressive disorders in childhood and adolescence. Depression and anxiety, 14, 67–78. Barrett, P.M. (1998). Evaluation of cognitive-behavioural group treatments for childhood anxiety disorders. Journal of clinical child psychology, 27(4), 459–468. Barrett, P.M., & Turner, C.M. (2001). Prevention of anxiety symptoms in primary school children: Preliminary results from a universal trial. British journal of clinical psychology, 40, 399–410. Barrett, P.M., Shortt, A.L., Fox, T.L., & Wescombe, K. (2001). Examining the social validity of the FRIENDS treatment program for anxious children. Behavior change, 18, 63–77. Bikmetova, A.K. (2011). Features of emotional and volitional regulation of schoolchildren at the transition from primary to secondary school (PhD Abstract Thesis). Moscow. Bittner, A., Egger, H.L., Erkanli, A., Costello, E.J., Foley, D.L. & Angold, A. (2007). What do childhood anxiety disorders predict? Journal of Child Psychology and Psychiatry, 48, 1174–1183. Caglar, H. (1983). La Psychologıe Scolaire. Paris: Presses Universitaires de France. Chernyshev, R.A. (2011). Formation of psychological neoplasms in an effective educational environment. Yaroslavl Pedagogical Bulletin, VII(1), 245–250. Copeland, W.E., Shanahan, L., Costello, J., & Angold, A. (2009). Childhood and adolescent psychiatric disorders as predictors of young adult disorders. Archives of General Psychiatry, 66, 764–772. Dolgova V.I., Baryshnikov, E.V., & Sergienko, A.Yu. (2016). The study of situational anxiety in fifth graders. Scientific notes of Lesgaft National State University, 6(136), 226–232. Dolzhikova A., Kurilenko V., Biryukova Yu., Rumyantseva N., Kulikova E., & Tumakova E. (2018). Linguodidactic profiling in teaching Russian as a foreign language to labour migrants. Journal of International Migrayion and Integration, 19(1). 181–194. Guzhelya D.Yu., Biryukova Yu.N., Shcherbakova O.M., Akhnia K.V., & Maslova I.B. (2019). Linguodidactic modelling in teaching foreign languages to bilingual children. Revista ESPACIOS, 40(8). 17–31. Hanie, E.H., & Stanard, R.P. (2009). Students with Anxiety: The Role of the Professional School Counselor. Georgia School Counselors Association Journal, 16(1), 49¬–55. Headley, C., & Campbell, М. (2011). Teachers’ Recognition and Referral of Anxiety Disorders in Primary School Children. Australian Journal of Educational & Developmental Psychology, 11, 78–90. Hinchliffe, K., & Campbell M. (2016). Tipping Points: Teachers’ Reported Reasons for Referring Primary School Children for Excessive Anxiety. Journal of Psychologists and Counsellors in Schools, 26(1), 84–99. Ivanova, N.V. (2018). Model of personality-developing educational environment at the final stage of primary general education: theoretical and conceptual aspects (monograph). Nizhny Novgorod: Minin University. Ivanova, N.V., & Sorokina, T.M. (2018). Model of local personal-developing educational environment at the final stage of primary general education. Psychology of education, 9, 42–54. Khotina, L.A. (2015) Psychological and pedagogical correction of school anxiety of younger teenagers. Scientific and methodical electronic journal “Concept”, 10, 146–150. Kovacs, M., & Devlin, B. (1998). Internalizing disorders in childhood. Journal of Child Psychology and Psychiatry, 39, 47–63. Litvinenko, N.V. (2009). Adaptation of schoolchildren in critical periods of development to the educational environment (PhD Abstract Thesis). Orenburg. Lysytsia, N., Martynenko, M., Prytychenko, T., Gron O., & Us M. (2019). Prospects for innovations in marketing of economic educational services in Ukraine. Entrepreneurship and Sustainability Issues, 6(4), 1771–1783. http://doi.org/10.9770/jesi.2019.6.4(16) Manuilov, Yu.S. (1997). Environmental approach in education (PhD Abstract Thesis). Moscow. Miklyaeva, A.V., & Rumyantseva, V.P. (2004). School anxiety: diagnosis, prevention, correction. St. Petersburg: Rech. Minaeva, E.V., Akpayeva, A.B., Ivanova, N.V., Suvorova, O.V., & Sorokina, T.M. (2018). Examination of Learning Anti-Motives in Elementary School Students with Content Analysis. Astra Salvensis, 6, 329–339. Nikolaeva, E.S. (2008). Problem of motivation formation of self-knowledge of younger students in the educational environment. Rhema, series “Pedagogy and psychology”, 90–92. Peleg, O. (2012). Social anxiety and social adaptation among adolescents at three age levels. Social Psychology of Education, 15(2), 207–218. Pine, D.S., Cohen, P., Gurley, D., Brook, J., & Ma, Y. (1998). The risk for early-adulthood anxiety and depressive disorders in adolescents with anxiety and depressive disorders. Archives of General Psychiatry, 55, 56–64. Prikhozhan, A.M. (2000). Anxiety in children and adolescents: Psychological nature and age dynamics. Moscow: Moscow psychological-social University; Voronezh: MODEK. Prikhozhan, A.M. (1998). Causes, prevention and overcoming anxiety. Psychological science and education, 2, 11–17. Rutter, M. (1999). Assistance to “difficult children”. Moscow: April Press, EKSMO-Press. Shortt, A.L., Barrett, P.M., & Fox, T.L. (2001). “Evaluating the FRIENDS Program: A Cognitive-Behavioral Group Treatment for Anxious Children and Their Parents”. Journal of Clinical Child & Adolescent Psychology, 30(4), 525–535. Sizova, O.A. (2001). Prevention of mental tension and anxiety of students in the transition to secondary school (PhD Abstract Thesis). Tver. Skripnik, N.M. (2014). Development of subjectivity of younger adolescents in a supportive educational environment at the stage of transition to secondary school (PhD Abstract Thesis). Pyatigorsk. Teagle, S.E. (2002). Parental problem recognition and child mental health service use. Mental Health Services Research, 4, 257–266. Woodward, L.J., & Fergusson, D.M. (2001). Life course outcomes of young people with anxiety disorders in adolescence. Journal of the American Academy of Child & Adolescent Psychiatry, 40, 1086–1093. Yasvin, V.A. (2001). Educational environment: from modeling to design. Moscow: Smysl. Zuckerman, G.A. (2001). Transition from primary to secondary school as a psychological problem. Issues of psychology, 5, 19–31.
Abstract
References
- Avramenko, N.N. (2017). The use of art in the process of increasing the success of socio-psychological adaptation of fifth graders in secondary school. Young scientist, 5, 383–387. Axelson, D.A., & Birmaher, B. (2001). Relation between anxiety and depressive disorders in childhood and adolescence. Depression and anxiety, 14, 67–78. Barrett, P.M. (1998). Evaluation of cognitive-behavioural group treatments for childhood anxiety disorders. Journal of clinical child psychology, 27(4), 459–468. Barrett, P.M., & Turner, C.M. (2001). Prevention of anxiety symptoms in primary school children: Preliminary results from a universal trial. British journal of clinical psychology, 40, 399–410. Barrett, P.M., Shortt, A.L., Fox, T.L., & Wescombe, K. (2001). Examining the social validity of the FRIENDS treatment program for anxious children. Behavior change, 18, 63–77. Bikmetova, A.K. (2011). Features of emotional and volitional regulation of schoolchildren at the transition from primary to secondary school (PhD Abstract Thesis). Moscow. Bittner, A., Egger, H.L., Erkanli, A., Costello, E.J., Foley, D.L. & Angold, A. (2007). What do childhood anxiety disorders predict? Journal of Child Psychology and Psychiatry, 48, 1174–1183. Caglar, H. (1983). La Psychologıe Scolaire. Paris: Presses Universitaires de France. Chernyshev, R.A. (2011). Formation of psychological neoplasms in an effective educational environment. Yaroslavl Pedagogical Bulletin, VII(1), 245–250. Copeland, W.E., Shanahan, L., Costello, J., & Angold, A. (2009). Childhood and adolescent psychiatric disorders as predictors of young adult disorders. Archives of General Psychiatry, 66, 764–772. Dolgova V.I., Baryshnikov, E.V., & Sergienko, A.Yu. (2016). The study of situational anxiety in fifth graders. Scientific notes of Lesgaft National State University, 6(136), 226–232. Dolzhikova A., Kurilenko V., Biryukova Yu., Rumyantseva N., Kulikova E., & Tumakova E. (2018). Linguodidactic profiling in teaching Russian as a foreign language to labour migrants. Journal of International Migrayion and Integration, 19(1). 181–194. Guzhelya D.Yu., Biryukova Yu.N., Shcherbakova O.M., Akhnia K.V., & Maslova I.B. (2019). Linguodidactic modelling in teaching foreign languages to bilingual children. Revista ESPACIOS, 40(8). 17–31. Hanie, E.H., & Stanard, R.P. (2009). Students with Anxiety: The Role of the Professional School Counselor. Georgia School Counselors Association Journal, 16(1), 49¬–55. Headley, C., & Campbell, М. (2011). Teachers’ Recognition and Referral of Anxiety Disorders in Primary School Children. Australian Journal of Educational & Developmental Psychology, 11, 78–90. Hinchliffe, K., & Campbell M. (2016). Tipping Points: Teachers’ Reported Reasons for Referring Primary School Children for Excessive Anxiety. Journal of Psychologists and Counsellors in Schools, 26(1), 84–99. Ivanova, N.V. (2018). Model of personality-developing educational environment at the final stage of primary general education: theoretical and conceptual aspects (monograph). Nizhny Novgorod: Minin University. Ivanova, N.V., & Sorokina, T.M. (2018). Model of local personal-developing educational environment at the final stage of primary general education. Psychology of education, 9, 42–54. Khotina, L.A. (2015) Psychological and pedagogical correction of school anxiety of younger teenagers. Scientific and methodical electronic journal “Concept”, 10, 146–150. Kovacs, M., & Devlin, B. (1998). Internalizing disorders in childhood. Journal of Child Psychology and Psychiatry, 39, 47–63. Litvinenko, N.V. (2009). Adaptation of schoolchildren in critical periods of development to the educational environment (PhD Abstract Thesis). Orenburg. Lysytsia, N., Martynenko, M., Prytychenko, T., Gron O., & Us M. (2019). Prospects for innovations in marketing of economic educational services in Ukraine. Entrepreneurship and Sustainability Issues, 6(4), 1771–1783. http://doi.org/10.9770/jesi.2019.6.4(16) Manuilov, Yu.S. (1997). Environmental approach in education (PhD Abstract Thesis). Moscow. Miklyaeva, A.V., & Rumyantseva, V.P. (2004). School anxiety: diagnosis, prevention, correction. St. Petersburg: Rech. Minaeva, E.V., Akpayeva, A.B., Ivanova, N.V., Suvorova, O.V., & Sorokina, T.M. (2018). Examination of Learning Anti-Motives in Elementary School Students with Content Analysis. Astra Salvensis, 6, 329–339. Nikolaeva, E.S. (2008). Problem of motivation formation of self-knowledge of younger students in the educational environment. Rhema, series “Pedagogy and psychology”, 90–92. Peleg, O. (2012). Social anxiety and social adaptation among adolescents at three age levels. Social Psychology of Education, 15(2), 207–218. Pine, D.S., Cohen, P., Gurley, D., Brook, J., & Ma, Y. (1998). The risk for early-adulthood anxiety and depressive disorders in adolescents with anxiety and depressive disorders. Archives of General Psychiatry, 55, 56–64. Prikhozhan, A.M. (2000). Anxiety in children and adolescents: Psychological nature and age dynamics. Moscow: Moscow psychological-social University; Voronezh: MODEK. Prikhozhan, A.M. (1998). Causes, prevention and overcoming anxiety. Psychological science and education, 2, 11–17. Rutter, M. (1999). Assistance to “difficult children”. Moscow: April Press, EKSMO-Press. Shortt, A.L., Barrett, P.M., & Fox, T.L. (2001). “Evaluating the FRIENDS Program: A Cognitive-Behavioral Group Treatment for Anxious Children and Their Parents”. Journal of Clinical Child & Adolescent Psychology, 30(4), 525–535. Sizova, O.A. (2001). Prevention of mental tension and anxiety of students in the transition to secondary school (PhD Abstract Thesis). Tver. Skripnik, N.M. (2014). Development of subjectivity of younger adolescents in a supportive educational environment at the stage of transition to secondary school (PhD Abstract Thesis). Pyatigorsk. Teagle, S.E. (2002). Parental problem recognition and child mental health service use. Mental Health Services Research, 4, 257–266. Woodward, L.J., & Fergusson, D.M. (2001). Life course outcomes of young people with anxiety disorders in adolescence. Journal of the American Academy of Child & Adolescent Psychiatry, 40, 1086–1093. Yasvin, V.A. (2001). Educational environment: from modeling to design. Moscow: Smysl. Zuckerman, G.A. (2001). Transition from primary to secondary school as a psychological problem. Issues of psychology, 5, 19–31.
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