HANOI NATIONAL UNIVERSITY OF EDUCATION ---o0o---NGUYEN THI VAN SCHOOL ANXIETY OF HIGH SCHOOL STUDENTS IN HO CHI MINH CITY Major: Psychology Code: 9.31.04.01 SUMMARY OF DOCTOR OF PSYCHO
Trang 1HANOI NATIONAL UNIVERSITY OF EDUCATION
-o0o -NGUYEN THI VAN
SCHOOL ANXIETY OF HIGH SCHOOL
STUDENTS
IN HO CHI MINH CITY
Major: Psychology Code: 9.31.04.01
SUMMARY
OF DOCTOR OF PSYCHOLOGY DISSERTATION
Hanoi - 2019
Trang 2THE DISSERTATION IS COMPLETED AT:
HANOI NATIONAL UNIVERSITY OF EDUCATION
Scientific supervisors: Assoc Prof PhD Nguyen Cong Khanh
Reviewer 1: Assoc Prof PhD.Nguyen Thi Mai Hương
Institute of psychology
Reviewer 2: Assoc Prof PhD Nguyen Thi Mai Lan
Academy of Social Sciences - Vietnam Academy of Social Sciences
Reviewer 3: Assoc Prof PhD PhanTrong Ngo
HaNoi National University of Education
The dissertation will be defended in front of the University Dissertation Examiner Council at Hanoi National University of Education
at …, on … 2019.
It is possible to learn about the dissertation at:
National Library, Library of Hanoi National University of Education
Trang 31 Reason for selecting the topic
1.1 About reasoning
The age of high school students (high school), also known as adolescence It
is considered a "transition period" from children to adults Due to the complexity
of the transition period, many emotional problems and social behaviors oftenappear in this age period Research has shown that the proportion of high schoolstudents with mental health problems in schools is often higher than this rate forelementary and middle school students
At this age stage, students enter a new phase in parallel with stressfullearning is the process for them to orient their future careers for themselves.The fact that many students face psychological difficulties arising in thelearning process and difficulties in different areas of their gradually expandinglife, leading to disorders Psychologically: anxiety, depression, stress
The age of high school students who have mental health problems such asstress, anxiety, depression especially the problem of anxiety related tolearning problems will affectto the perception, emotion, and behavior of theindividual Therefore, it may hinder the process of acquiring knowledge as well
as implementing requirements in schools and families The manifestations ofanxiety in students without timely detection, prevention and support willseriously affect the development of their physiology and personality At thesame time, this is also an obstacle to education, the quality of education isreduced, not ensuring the quality of education needs of society So what is theexpression of school anxiety? What are the influencing factors? and whatmeasures support children to reduce anxiety ? In response to these questions,current studies determine the expression, level, influencing factors andpsychological support measures for students with mental health problems inschools especially anxiety is very necessary
Currently, in our country, early detection and intervention of mentalhealth problems in schools such as anxiety, depression, and stress have notbeen given much attention They often only go to hospitals and clinics whenthere are very severe symptoms and seriously affect their health and spirit Onthe other hand, the support for children to overcome this situation at hospitalsand clinics is still heavy on pharmaceutical chemistry, while the use ofpsychological support measures to overcome and prevent recurrence ofanxiety symptoms is very limited
Ho Chi Minh City is a big city with a strong population density, strongeconomic, educational, health and information technology so mental healthcare services are also growing to serve the needs At the same time, studies onanxiety, depression, stress are also concerned But studies of anxiety inparticular in schools are still limited
Trang 41.2 About reality
Currently in our country, mental health care in the school is still strongdental, discrete and very weak Some of the other researches on mental healthissues and recently in a number of localities have been conducted with small-scale clients that do not represent the region or the city These studies aim toexplore the state of mental health problems and develop a model of mentalhealth care in that locality, but the practical use is almost unavailable.Especially research on specific areas such as school anxiety is even more rare inVietnam Recently, the Ministry of Education and Training has instructedschools to implement school psychology support, job counseling However,personnel for this work have not been regulated and recognized legal Schools
do not have payrolls for psychologists to perform this task Thus, it is clear thatmental health care in schools is essential and should be considered but thisactivity is not regulated by law, educational, health and social institutions, so it
is very simple odd, yet systematic Some schools have nominal schoolcounseling rooms to provide psychological support for students but the rooms
do not function properly and students with psychological problems are notallowed to be supported support
Students with school anxiety problems are manifested differently in terms
of awareness, attitude and behavior They often underestimate themselves, defeating, and even if they try, they are not equal to friends, they have a falseview of themselves; the children appear to be pessimistic and depressed, evenwanting to drop out of school when they face difficulties in studying or havingdifficulties in relations with teachers There are many students who findthemselves experiencing anxiety in the school environment Give yourselfmeasures to remedy that situation instead of going to a psychologist schools.They relieve their anxiety by listening to music, watching movies, even havingthem gopractice meditation or yoga as the most effective method
self-Among the common psychological disorders diagnosed in high schoolstudents, anxiety is one of the most common problems Epidemiological studies
in some major cities (Hanoi, Da Nang and Ho Chi Minh City) in Vietnam showthat about 16% of high school students have symptomatic symptoms that meetthe diagnosis of anesthesia contact, including anxiety disorders
According to MSc Thach Ngoc Yen, specialist in charge of child counselingoffice in Ho Chi Minh City, said about 1,000 counseling cases are received eachyear, of which 45% children with learning stress lead to excessive anxiety
Dr Lam Xuan Dien - Ho Chi Minh City Mental Hospital said: “Recently,students come to medical examination more and more crowded, especially inthe exam season (from March to September), the average hospital receives 80-
100 patients daily The reason is that students are forced to study excessively,not being interested in spirit, having no leisure time or entertainment ”
So far, there has been no research on school anxiety in students high
Trang 5school From the theoretical and practical side, I have chosen the topic: "Theschool anxiety of high school students in Ho Chi Minh City" for research.
2 Purpose of the study
Study the theory and situation of school anxiety among high schoolstudents, thereby proposing measures to overcome the weaknesses of schoolanxiety among high school students in Ho Chi Minh City
3 Object and study subjects
3.1 Research subjects
Study the expression, extent and factors affecting school anxiety oflearning High school students in Ho Chi Minh City
3.2 Researchers
The research object is a high school student
The surveyed students are students, teachers, school psychologists andparents of high school students in Ho Chi Minh City
Interventions with psychological support methods will reduce anxietyamong children
6 Limitations and Scope of the study
6.1 Limit study subjects
A study on the manifestation and severity of schizophrenia in highschool students
6.2 Limitations on study sites
The study area is 6 high schools in Ho Chi Minh City:
6.3 Limit on study subjects
The research project evaluated the screening of 923 high school students(435 boys and 488 girls) from grade 10 to grade 12 in Ho Chi Minh City.Patients assessing the status of school anxiety disorder in high school students
is 50 teachers; 50 parents and 9 school psychologists
Experimental group of 10 students divided into two groups to conduct theexperimental program of the thesis: Experiment group (05 students) and control
Trang 6group (05 students); 03 teachers of the class and 05 parents of 05 studentsexperiment; 02 school psychologists.
Case study of schizophrenic case study: 02 students were studied in thestatus quo and continued to be studied in practice
7.5 Questionnaire survey method
7.6 Product research method of operation
7.8 Experimental method
7.9 Methodology of biographical research
7.10 Mathematical statistical methods
8 Contribution of the topic
Contribute theoretically
- The thesis has codified some anxiety problems; school anxiety; schoolanxiety high school students and psychological support measures for studentswith school anxiety
- Construct the structure of manifestations, characteristic signs of schoolanxiety
Contribute to the practical side
- Provide data on the status of school anxiety in high school students at
Ho Chi Minh City
- Evaluate the effectiveness of the use of psychotherapy to support somecases School anxiety in high school students In the dissertation topic, we have used
a number of psychological therapies to support such as cognitive adjustment, grouppsychotherapy, relaxation therapy and parent counseling These therapies havehelped five cases that we do experimentally reduce school anxiety After a three-month impact, her condition improved and decreased to normal levels (ie, school-related anxiety symptoms were reduced and no longer appeared in that student.)
- Develop a scale to evaluate school anxiety in high school students Thisscale only focuses on measuring abnormal student performance related to theschool context, including concerns and insecurities related to the performance ofschool tasks that often appear in school space The school anxiety scale focusesonly on identifying, evaluating the expression of insecurity, loss of control related
to the performance of learning tasks in the school context, which is different fromother anxiety scales giving characteristic signs of anxiety in all areas
- Helping mental health-related industries in schools in particular and theeducation sector in general has an accurate view of anxiety factors in highschool students Since then, there have been better ways to control, support andlimit the anxiety of high school students
Trang 79 Structure of the thesis
Apart from the introduction, conclusions and recommendations, the list ofreferences and annexes, the dissertation consists of 3 chapters:
Chapter 1 Psychology theory of high school anxiety problem of high
school students
Chapter 2 Organization and research methods.
Chapter 3 Results of the current study on school anxiety problems of high
school students
Chapter 1 THEORETICAL BASIS OF PSYCHOLOGY OF THE STUDY ON THE
SCHOOL OF HIGH SCHOOL STUDENT 1.1 Overview of the problem research
In general, in the world and in Vietnam, there are separate research works
on anxiety but not much research on high school anxiety in high schoolstudents Research is primarily directed towards general psychological disordersand school anxiety is only a small part of mental health problems Therefore, inthis topic, we conduct a separate study to clarify the issues of school anxiety inhigh school students The new studies only stop at describing the situation,understanding the causes and levels of anxiety, not really studying in a specificand profound way to the issue of deep prevention and intervention No studieshave evaluated the overall topic of school anxiety such as epidemiologicalproblems, impacts, causes or directions to limit and overcome school-relatedanxiety in the subjects high school students
Introducing some models of school psychology in the world that havebeen implemented
Spielberger's school anxiety model (1966)
Model of school psychology practice in China
System model and promote comprehensive development in the US
Trang 81.3.2 Characteristics, manifestations of anxiety
1.3.3 Classification and diagnostic criteria of anxiety
1.3.4 Psychological support measures reduce anxiety
1.3.4.1 Psychological support measures by cognitive therapy, behavior
of Beck and Albert Ellis
1.3.4.2 Psychological support measures by group psychotherapy
1.3.4.3 Measures of psychological support by coordinating with the student's family
1.3.4.4 Measures to support psychology by relaxing with Yoga and Meditation
1.4 School anxiety of high school students
1.4.1 Concept of school anxiety
School anxiety is a state of anxiety, stress, excessive fear, worries andinsecurities related to the performance of school tasks, appearing in schoolspace This state is often prolonged and repeated, affecting the progress andresults of learning, affecting their health and spiritual life
1.4.2 High School Students
High school students "is the term for the group of first-year students (from
15, 16 to 17, 18) According to psychology ages this is the period of developmentfrom puberty and ending when entering adult age If at the age of children, allchanges and developments occur in a situation that is dependent on adults (mainlyparents) and adults need to achieve a mode of independent survival, the studentage high school is a phase of interference: no longer a child but not an adult
High school students are also called early teens Youth is calculated from
15 to 25 years old, divided into 2 periods:
+ Period from 15-18 years old: called early age of youth
+ Period from 18-25 years old: second stage of youth (young students)Youth also shows the complex and multi-faceted nature of the phenomenon, it
is limited to two aspects: physiology and psychology This is a difficult and complexissue because the rhythm and the stages of psychophysical development do notalways coincide with the social maturity periods This means that physical maturity,intellectual personality, and labor capacity will not coincide with the age ofdevelopment Therefore, the psychologists of Macit said that when studying age, it isnecessary to combine with the view of social psychology and take into account theinner rule of age development Due to the development of society, the development
of children is increasingly accelerated, children grow faster and full growth takesplace earlier than previous generations, so puberty begins and ending earlier thanabout 2 years Therefore, the young age also begins earlier But the psychologicaldevelopment of youth depends not only on the age limit, but first of all due to socialconditions (the position of the youth in society; the volume of knowledge and skill
Trang 9skills that they understand and a variety of other factors ) affect age development
1.4.3 School anxiety of high school students
High school students' anxiety is a state of anxiety, stress, excessive fear,worries and insecurities related to performing school tasks in high school like:study pressure; pressure for examination; pressure on upcoming careerorientation or even high expectations from parents for students themselves.These states are often prolonged and repetitive, making it difficult for highschool students to study as well as in everyday life
1.5 Factors affecting school anxiety of high school students
Analyzing different perspectives and giving conceptual tools such asanxiety; anxiety disorders; school anxiety thereby giving a general concept ofschool anxiety of high school students At the same time, give characteristics;expression; classification or criteria for diagnosing anxiety disorders
Identify the factors affecting high school anxiety of high school students,including subjective and objective factors Determining the factors affectingschool anxiety of high school students will have a very important meaning and
a reliable scientific basis for proposing reasonable measures to help themovercome the situation anxiety disorders
Chapter 2 ORGANIZATION AND RESEARCH METHODOLOGY
2.1 General information about Ho Chi Minh City
Trung Vuong High School 94 51 62 88 119 207 22,4
Vo Thi Sau High School 32 20 20 32 40 72 7,8
Trang 10Truong Chinh High School 55 40 31 55 71 126 13,7
Nguyen Huu Cau High School 66 59 49 80 94 174 18,9
Hiep Binh High School 79 75 77 121 110 231 25,0
Surveying the situation in high schools in the area of Ho Chi Minh City
At the same time find out the manifestations, causes, measures to reduceanxiety disorder in students, the consequences of anxiety disorder in studentsand the expectations of students with anxiety disorder
Experimental
Experiment 3 months to reduce the level of RLLA in high school students
in some schools in Ho Chi Minh City
2.2.3 Research Process
2.2.3.1 Theoretical Study Period: (6/ 2015 – 1/ 2017)
2.2.3.2 Stage of survey: 4 months (1/ 2017 – 5/ 2017)
2.2.3.3 Experimental period of impact: 3 months (10/2017 - 1/2018)
2.4.1 School anxiety scale
2.4.1.1 Grounds for building a scale of school anxiety
2.4.1.2 Content of the scale of school anxiety
The 8-scale scale is listed in the following table:
Trang 11Table 2.2: Components of school anxiety
8 Anxiety is related to the
relationship with the teacher
(ARRT)
2, 4, 6, 32, 47, 55, 58
∑ = 7
2.4.1.3 Assess the reliability of the school anxiety scale
2.4.1.4 Effectiveness of the Anesthesiology Scale
2.4.2 Survey
Summary of Chapter 2
To achieve good results and obtain objective and scientific conclusions,when researching the topic, we choose an approach such as: Approaching thepsychology of school psychology; system theory; behavioral theory; operationaltheory At the same time, using a combination of psychological researchmethods suitable to research context and reciprocal
The topic uses a toolkit of school anxiety scales with 8 components toassess the level of anxiety disorder in high school students Cronbach's Alphareliability test results (α) of scale are quite good
The validity of school-based anxiety scales based on correlation withstandardized anxiety scales (BAI, DASS, STAI Y1- Y2) is relatively correlated.That demonstrates that the scale (LAHD-S) has the same standard efficacy asstandardized anxiety scales and can be used to measure school anxiety in highschool students
Trang 12Chapter 3 RESEARCH RESULTS OF STUDYING THE LEADING SCHOOL IN
HIGH SCHOOL STUDENTS IN HO CHI MINH CITY
3.1 Classification of student ratings with school anxiety expression Table 3.1: Rate and level anxiety school of high school students
Test Mean SD
Student classification%
No anxietysymptoms Feeling anxious at levels
35,36 15,68
≤ 2018,5%
(21-50)64,5%
(51-66)14,1%
(67-81)2,5%
≥ 820,4%
16,05 12,07
≤ 422%
(5-27)57,9%
(28-39)17,5%
(40-51)2,3%
≥ 520,3%
3 DASS-A
11,11 8,02
≤ 420,2%
(5-27)58,5%
(28-39)18,1%
(40-51)2,9%
≥ 520,3%
4 STAI-Y1
45,43 8,08
≤ 3717,8%
(38-52)63,7%
(53-61)16,8%
(62-69)1,6%
≥ 700,1%
5 STAI-Y2
47,70 8,4
≤ 3716,2%
(38-52)68,8%
(53-61)12,2%
(62-69)2,3%
≥ 700,5%
recommendation
Need counseling
Verry need counseling
Treatment
The results of evaluation of high school anxiety of high school students
by anxiety tests presented in Table 3.1 show that the percentage of students whoshow anxiety is discovered by the scale of about 15% - 21%
3.2 Compare students' school anxiety levels according to criteria
Table 3.2: Comparison of students' school anxiety levels according to
gender, regional and grade level criteria
Class 10 378 38.22 16.244
0,000Class 11 275 33.55 15.538
Class 12 268 33.19 14.405
Trang 13Through the results of T-Test (Independent Samples test) for comparison ofgender, area and ANOVA test for comparison of grade classes in table 3.4, it shows:
* Comparison of sex
The mean points for anxiety of male and female students along withstandard deviations (p = 0.015) are significantly different (p <0.05) Theevaluation results show that the female student group has a higher rate ofanxiety than male students,
* Compare about school area
Through the test results of T-Test (Independent Samples test), there aresignificant differences in average scores (p <0.05) in the two high schools in theinner and suburban areas of the city Ho Chi Minh City (p = 0.000) The averagescore of the suburban school area is higher than the urban school area (38,33-31,35) The average score of all suburban schools is much higher than in urbanareas and p <0.05, which indicates that the inner-city students' groups are lessanxious than the ones in the school area suburban
* Comparison of grades
The results of ANOVA test showed that: there are significant differencesbetween grade levels, in particular, the average score of grade 10 (= 38.22) ismuch higher than the average of grade 11 (= 33,55) and grade 12 (= 33.19),with p <0.05
3.3 Student assessment results with school anxiety scale
Table 3.3: Student's assessment results on the school anxiety scale
Trang 141 Trung Vuong High School
2 Vo Thi Sau High School
3 Truong Chinh High School
4 Nguyen Huu Cau High School
5 Hiep Binh High School
6 Go Vap High School
The table of student assessment results with the general school anxietyscale at each school surveyed showed that: In the 6 schools that we surveyed,the school's anxiety scale generally had the highest average score with 7remaining scales
3.4 Abnormal manifestations of school anxiety in high school students Table 3.4: Abnormal manifestations of school anxiety in high
school students
I Social Stress (câu 5, 10, 15, 24, 30, 33, 42) SS
II Demand for achievement (câu 6, 17, 19, 29, 32, 35,
* Discovering Factor Analysis - EFA
Table 3.5: EFA integrated testing KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy .893
Bartlett's Test of Sphericity