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Identifying Profiles of Anxiety in Late Childhood and Exploring Their Relationship with School-Based Distress

Failure in dealing with anxiety-provoking situations and stressors in the school setting may have negative consequences not only on children’s performance, but also on their well-being in the future. This research aimed to examine the relationship of forms of anxiety (anticipatory anxiety, school-ba...

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Autores principales: Fernández-Sogorb, Aitana, Sanmartín, Ricardo, Vicent, María, Gonzálvez, Carolina
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7908635/
https://www.ncbi.nlm.nih.gov/pubmed/33499079
http://dx.doi.org/10.3390/ijerph18030948
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author Fernández-Sogorb, Aitana
Sanmartín, Ricardo
Vicent, María
Gonzálvez, Carolina
author_facet Fernández-Sogorb, Aitana
Sanmartín, Ricardo
Vicent, María
Gonzálvez, Carolina
author_sort Fernández-Sogorb, Aitana
collection PubMed
description Failure in dealing with anxiety-provoking situations and stressors in the school setting may have negative consequences not only on children’s performance, but also on their well-being in the future. This research aimed to examine the relationship of forms of anxiety (anticipatory anxiety, school-based performance anxiety, and generalized anxiety) with sources (teacher interactions, academic stress, peer interactions, and academic self-concept) and manifestations (emotional, behavioral, and physiological) of school-based distress. Specifically, our objectives were to examine the correlations between anxiety and school-based distress and, using a person-centered approach, to verify whether different anxiety profiles differed in their levels of distress. The Visual Analogue Scale for Anxiety-Revised (VAA-R) and the School Situation Survey (SSS) were administered to 756 Spanish students (M(age) = 9.6, SD = 1.12); 50.3% were girls. Pearson’s correlation coefficients revealed a positive and significant association between each form of anxiety and each source and manifestation of distress. The latent profile analysis identified three anxiety profiles: High Anxiety, High School-based performance Anxiety, and Low Anxiety. The High Anxiety profile scored significantly higher in all sources and manifestations of distress than the Low Anxiety profile. The High Anxiety profile showed significantly higher scores in peer interactions and emotional and behavioral manifestations of distress than the group High School-based performance Anxiety. Suggestions for intervention strategies according to the risk profile are discussed.
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spelling pubmed-79086352021-02-27 Identifying Profiles of Anxiety in Late Childhood and Exploring Their Relationship with School-Based Distress Fernández-Sogorb, Aitana Sanmartín, Ricardo Vicent, María Gonzálvez, Carolina Int J Environ Res Public Health Article Failure in dealing with anxiety-provoking situations and stressors in the school setting may have negative consequences not only on children’s performance, but also on their well-being in the future. This research aimed to examine the relationship of forms of anxiety (anticipatory anxiety, school-based performance anxiety, and generalized anxiety) with sources (teacher interactions, academic stress, peer interactions, and academic self-concept) and manifestations (emotional, behavioral, and physiological) of school-based distress. Specifically, our objectives were to examine the correlations between anxiety and school-based distress and, using a person-centered approach, to verify whether different anxiety profiles differed in their levels of distress. The Visual Analogue Scale for Anxiety-Revised (VAA-R) and the School Situation Survey (SSS) were administered to 756 Spanish students (M(age) = 9.6, SD = 1.12); 50.3% were girls. Pearson’s correlation coefficients revealed a positive and significant association between each form of anxiety and each source and manifestation of distress. The latent profile analysis identified three anxiety profiles: High Anxiety, High School-based performance Anxiety, and Low Anxiety. The High Anxiety profile scored significantly higher in all sources and manifestations of distress than the Low Anxiety profile. The High Anxiety profile showed significantly higher scores in peer interactions and emotional and behavioral manifestations of distress than the group High School-based performance Anxiety. Suggestions for intervention strategies according to the risk profile are discussed. MDPI 2021-01-22 2021-02 /pmc/articles/PMC7908635/ /pubmed/33499079 http://dx.doi.org/10.3390/ijerph18030948 Text en © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Fernández-Sogorb, Aitana
Sanmartín, Ricardo
Vicent, María
Gonzálvez, Carolina
Identifying Profiles of Anxiety in Late Childhood and Exploring Their Relationship with School-Based Distress
title Identifying Profiles of Anxiety in Late Childhood and Exploring Their Relationship with School-Based Distress
title_full Identifying Profiles of Anxiety in Late Childhood and Exploring Their Relationship with School-Based Distress
title_fullStr Identifying Profiles of Anxiety in Late Childhood and Exploring Their Relationship with School-Based Distress
title_full_unstemmed Identifying Profiles of Anxiety in Late Childhood and Exploring Their Relationship with School-Based Distress
title_short Identifying Profiles of Anxiety in Late Childhood and Exploring Their Relationship with School-Based Distress
title_sort identifying profiles of anxiety in late childhood and exploring their relationship with school-based distress
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7908635/
https://www.ncbi.nlm.nih.gov/pubmed/33499079
http://dx.doi.org/10.3390/ijerph18030948
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