Child and youth school anxiety: a review of self-reports

Article Sidebar

PDF (Español (España))
Published: Nov 4, 2017
DOI: https://doi.org/10.17060/ijodaep.2017.n1.v3.973
Keywords:
school anxiety childhood adolescence assessment self-report

Main Article Content

Aitana Fernández-Sogorb
Universidad de Alicante
Mª Isabel Gómez-Núñez
Universidad Miguel Hernández de Elche
María Vicent
Universidad de Alicante
M.P. Aparicio-Flores
Universidad de Alicante
David Aparisi-Sierra
Universidad de Alicante
Cándido J. Inglés Saura
Universidad Católica San Antonio de Murcia

Abstract

School anxiety is a set of cognitive, motor and psychophysiological responses emitted by a person in school situations that are perceived as a threat. The research objectives of this study were two. The first one was to describe school anxiety self-reports that have been elaborated and/or validated between 2005 and 2015: School Anxiety Inventory, School Anxiety Inventory-Short Version, Children’s Anxiety in Math Scale, and Test Anxiety Inventory for Children and Adolescents. The second aim was to analyze the reliability (internal consistency and temporal stability) and validity (factorial structure) of the inventories and the scale mentioned above. Results suggest that the psychometric properties of these instruments are suitable. Therefore, these can be used by clinical and educational professionals to assess the school anxiety of children and adolescents.

Downloads

Download data is not yet available.

Article Details

How to Cite
Fernández-Sogorb, A., Gómez-Núñez, M. I., Vicent, M., Aparicio-Flores, M., Aparisi-Sierra, D., & Inglés Saura, C. J. (2017). Child and youth school anxiety: a review of self-reports. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 3(1), 43–50. https://doi.org/10.17060/ijodaep.2017.n1.v3.973
Issue
Vol. 3 No. 1 (2017): MONOGRAPH NO. 2. PSYCHOLOGY TODAY: CHALLENGES, ACHIEVEMENTS AND PERSPECTIVES OF THE FUTURE. CHILD PSYCHOLOGY.
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Bados, A. (2005). Trastorno de ansiedad por separación. Rechazo escolar y fobia escolar. Facultad de Psicología, Universidad de Barcelona.

García-Fernández, J. M., Inglés, C. J., Martínez-Monteagudo, M. C., Marzo, J. y Estévez, E. (2011). Inventario de Ansiedad Escolar: validación en una muestra de estudiantes de Educación Secundaria. Psicothema, 23(2), 301-307.

García-Fernández, J. M., Inglés, C. J., Martínez-Monteagudo, M. C. y Redondo, J. (2008). Evaluación y tratamiento de la ansiedad escolar en la infancia y la adolescencia. Psicología Conductual, 16, 413-437.

García-Fernández, J. M., Inglés, C. I., Marzo, J. C. y Martínez-Monteagudo, M. C. (2014). Psychometric properties of the School Anxiety Inventory-Short Version in Spanish secondary education students. Psicothema, 26(2), 286-292. doi: 10.7334/psicothema2013.288

García-Fernández, J. M., Martínez-Monteagudo, M. C., y Inglés, C. J. (2013). ¿Cómo se relaciona la ansiedad escolar con el rendimiento académico? Revista Iberoamericana de Psicología y Salud, 4(1), 63-76.

Granell de Aldaz, E., Vivas, E., Gelfand, D. y Feldman, L. (1984). Estimating the prevalence of school refusal and school-related fears. A Venezuelan sample. Journal of Nervous and Mental Disease, 172, 722-729.

Jadue, G. (2001). Algunos efectos de la ansiedad en el rendimiento escolar. Estudios pedagógicos, 27, 111-118. doi: 10.4067/S0718-07052001000100008

Jameson, M. M. (2013). The Development and Validation of the Children’s Anxiety in Math Scale. Journal of Psychoeducational Assessment, 31(4), 391-395. doi: 10.1177/0734282912470131

Kearney, C. A., Cook, L. C. y Chapman, G. (2007). School stress and school refusal behavior. En G. Fink (Ed.), Encyclopedia of stress (2ª ed.) (Vol. 3) (pp. 422-425). San Diego, CA: Academic Press.

Lang, P. J. (1968). Fear reduction and fear behavior: Problems in treating a construct. En J. U. H. Shilen (Ed.), Research in psychotherapy, vol. 3 (pp. 90-102). Washington: American Psychological Association.

Lowe, P. A. y Lee, S. W. (2004). Test Anxiety Inventory for Children and Adolescents. Lawrence, KS: University of Kansas.

Lowe, P. A., Lee, S. W., Witteborg, K. M., Prichard, K. W., Luhr, M. E., Cullinan, … Janik, M. (2008). The Test Anxiety Inventory for Children and Adolescents (TAICA): Examination of the Psychometric Properties of a New Multidimensional Measure of Test Anxiety Among Elementary and Secondary School Students. Journal of Psychoeducational Assessment, 26(3), 215-230. doi: 10.1177/0734282907303760

Martínez-Monteagudo, M. C. Inglés, C. Y García-Fernández, J. M. (2013). Evaluación de la ansiedad escolar: revisión de cuestionarios, inventarios y escalas. Psicología Educativa, 19, 27-36. doi: 10.5093/ed2013a5

Martínez-Monteagudo, M. C., Inglés, C. J., Trianes, M. V. y García-Fernández, J. M. (2011). Perfiles de ansiedad escolar: Diferencias en Clima Social y Violencia entre Iguales. Electronic Journal of Research in Educational Psychology, 9(3), 1023–1042.

Méndez, F. X. (2005). Miedos y temores en la infancia: Ayudar a los niños a superarlos. Madrid: Pirámide.

Orgilés, M., Espada, J. P., García-Fernández, J. M. y Méndez, F. X. (2009). Relación entre miedos escolares y síntomas de ansiedad por separación. Revista Mexicana de Psicología, 26, 17-25.

Prieto, G. y Muñiz, J. (2000). Un modelo para evaluar la calidad de los tests utilizados en España. Papeles del Psicólogo, 77, 65-75.

Rains, D. (2004). Principios de neuropsicología humana. México: McGraw-Hill.

Spielberger, C. (1979). Tensión y ansiedad. México: Harla S. A.

Unruh, S. M. y Lowe, P. A. (2010). The Development and Validation of a Spanish Language Version of the Test Anxiety Inventory for Children and Adolescents. Hispanic Journal of Behavioral Sciences, 32(1), 164-183. doi: 10.1177/0739986309355129