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MINISTRY OF EDUCATION AND TRAINING 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 PSYCHOLOGY DISSERTATION Hanoi - 2019 The project is completed at: THE 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 ABSTRACT 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 often appear in this age period Research has shown that the proportion of high school students with mental health problems in schools is often higher than this rate for elementary and middle school students At this age stage, students enter a new phase in parallel with stressful learning is the process for them to orient their future careers for themselves The fact that many students face psychological difficulties arising in the learning process and difficulties in different areas of their gradually expanding life, leading to disorders Psychologically: anxiety, depression, stress The age of high school students who have mental health problems such as stress, anxiety, depression especially the problem of anxiety related to learning problems will affectto the perception, emotion, and behavior of the individual Therefore, it may hinder the process of acquiring knowledge as well as implementing requirements in schools and families The manifestations of anxiety in students without timely detection, prevention and support will seriously affect the development of their physiology and personality At the same time, this is also an obstacle to education, the quality of education is reduced, not ensuring the quality of education needs of society So what is the expression of school anxiety? What are the influencing factors? and what measures support children to reduce anxiety ? In response to these questions, current studies determine the expression, level, influencing factors and psychological support measures for students with mental health problems in schools especially anxiety is very necessary Currently, in our country, early detection and intervention of mental health problems in schools such as anxiety, depression, and stress have not been given much attention They often only go to hospitals and clinics when there are very severe symptoms and seriously affect their health and spirit On the other hand, the support for children to overcome this situation at hospitals and clinics is still heavy on pharmaceutical chemistry, while the use of psychological support measures to overcome and prevent recurrence of anxiety symptoms is very limited Ho Chi Minh City is a big city with a strong population density, strong economic, educational, health and information technology so mental health care services are also growing to serve the needs At the same time, studies on anxiety, depression, stress are also concerned But studies of anxiety in particular in schools are still limited 1.2 About reality Currently in our country, mental health care in the school is still strong dental, discrete and very weak Some of the other researches on mental health issues and recently in a number of localities have been conducted with smallscale clients that not represent the region or the city These studies aim to explore the state of mental health problems and develop a model of mental health care in that locality, but the practical use is almost unavailable Especially research on specific areas such as school anxiety is even more rare in Vietnam Recently, the Ministry of Education and Training has instructed schools to implement school psychology support, job counseling However, personnel for this work have not been regulated and recognized legal Schools not have payrolls for psychologists to perform this task Thus, it is clear that mental health care in schools is essential and should be considered but this activity is not regulated by law, educational, health and social institutions, so it is very simple odd, yet systematic Some schools have nominal school counseling rooms to provide psychological support for students but the rooms not function properly and students with psychological problems are not allowed to be supported support Students with school anxiety problems are manifested differently in terms of awareness, attitude and behavior They often underestimate themselves, selfdefeating, and even if they try, they are not equal to friends, they have a false view of themselves; the children appear to be pessimistic and depressed, even wanting to drop out of school when they face difficulties in studying or having difficulties in relations with teachers There are many students who find themselves experiencing anxiety in the school environment Give yourself measures to remedy that situation instead of going to a psychologist schools They relieve their anxiety by listening to music, watching movies, even having them gopractice meditation or yoga as the most effective method Among the common psychological disorders diagnosed in high school students, anxiety is one of the most common problems Epidemiological studies in some major cities (Hanoi, Da Nang and Ho Chi Minh City) in Vietnam show that about 16% of high school students have symptomatic symptoms that meet the diagnosis of anesthesia contact, including anxiety disorders According to MSc Thach Ngoc Yen, specialist in charge of child counseling office in Ho Chi Minh City, said about 1,000 counseling cases are received each year, 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 in the exam season (from March to September), the average hospital receives 80100 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 school From the theoretical and practical side, I have chosen the topic: "The school anxiety of high school students in Ho Chi Minh City" for research Purpose of the study Study the theory and situation of school anxiety among high school students, thereby proposing measures to overcome the weaknesses of school anxiety among high school students in Ho Chi Minh City Object and study subjects 3.1 Research subjects Study the expression, extent and factors affecting school anxiety of learning 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 and parents of high school students in Ho Chi Minh City Research hypothesis School anxiety among high school students in Ho Chi Minh City has many manifestations with different degrees Factors that can affect school anxiety are factors related to the school context such as: Pressure on academic achievement; expectation of parents; exam pressure; The relationship between teacher and student Interventions with psychological support methods will reduce anxiety among children Research tasks - Developing a theoretical basis for studying school anxiety in high school students - Clarify the real situation of school anxiety in high school students in the city Ho Chi Minh City - Initially implementing a number of psychological support measures to reduce school anxiety in high school students Limitations and Scope of the study 6.1 Limit study subjects A study on the manifestation and severity of schizophrenia in high school students 6.2 Limitations on study sites The study area is 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 school psychologists Experimental group of 10 students divided into two groups to conduct the experimental program of the thesis: Experiment group (05 students) and control group (05 students); 03 teachers of the class and 05 parents of 05 students experiment; 02 school psychologists Case study of schizophrenic case study: 02 students were studied in the status quo and continued to be studied in practice Research methodology 7.1 Research methodology, text 7.2 Test method 7.3 Observation method 7.4 Interview method 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 Contribution of the topic Contribute theoretically - The thesis has codified some anxiety problems; school anxiety; school anxiety high school students and psychological support measures for students with school anxiety - Construct the structure of manifestations, characteristic signs of school anxiety 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 some cases School anxiety in high school students In the dissertation topic, we have used a number of psychological therapies to support such as cognitive adjustment, group psychotherapy, relaxation therapy and parent counseling These therapies have helped five cases that we experimentally reduce school anxiety After a threemonth impact, her condition improved and decreased to normal levels (ie, schoolrelated anxiety symptoms were reduced and no longer appeared in that student.) - Develop a scale to evaluate school anxiety in high school students This scale only focuses on measuring abnormal student performance related to the school context, including concerns and insecurities related to the performance of school tasks that often appear in school space The school anxiety scale focuses only on identifying, evaluating the expression of insecurity, loss of control related to the performance of learning tasks in the school context, which is different from other anxiety scales giving characteristic signs of anxiety in all areas - Helping mental health-related industries in schools in particular and the education sector in general has an accurate view of anxiety factors in high school students Since then, there have been better ways to control, support and limit the anxiety of high school students Structure of the thesis Apart from the introduction, conclusions and recommendations, the list of references and annexes, the dissertation consists of chapters: Chapter Psychology theory of high school anxiety problem of high school students Chapter Organization and research methods Chapter Results of the current study on school anxiety problems of high school students Chapter 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 school students Research is primarily directed towards general psychological disorders and school anxiety is only a small part of mental health problems Therefore, in this topic, we conduct a separate study to clarify the issues of school anxiety in high school students The new studies only stop at describing the situation, understanding the causes and levels of anxiety, not really studying in a specific and profound way to the issue of deep prevention and intervention No studies have evaluated the overall topic of school anxiety such as epidemiological problems, impacts, causes or directions to limit and overcome school-related anxiety in the subjects high school students Introducing some models of school psychology in the world that have been implemented Spielberger's school anxiety model (1966) Model of school psychology practice in China System model and promote comprehensive development in the US 1.2 Approach theory 1.2.1 Access to school psychology 1.2.2 Awareness-behavior approach 1.2.3 Active psychological access 1.2.4 Approach to psychoanalysis 1.3 Anxiety 1.3.1 Concept of anxiety Anxiety is a state of insecurity, a reaction of each individual when encountering difficulties and dangers in life Anxiety signals the difficulties and dangers that have been and will come to the individual, but individuals have not found a really effective way to overcome it 1.3.2 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 and insecurities related to the performance of school tasks, appearing in school space This state is often prolonged and repeated, affecting the progress and results 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 development from puberty and ending when entering adult age If at the age of children, all changes and developments occur in a situation that is dependent on adults (mainly parents) and adults need to achieve a mode of independent survival, the student age 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 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 complex issue because the rhythm and the stages of psychophysical development not always coincide with the social maturity periods This means that physical maturity, intellectual personality, and labor capacity will not coincide with the age of development Therefore, the psychologists of Macit said that when studying age, it is necessary to combine with the view of social psychology and take into account the inner rule of age development Due to the development of society, the development of children is increasingly accelerated, children grow faster and full growth takes place earlier than previous generations, so puberty begins and ending earlier than about years Therefore, the young age also begins earlier But the psychological development of youth depends not only on the age limit, but first of all due to social conditions (the position of the youth in society; the volume of knowledge and skill skills 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 career orientation or even high expectations from parents for students themselves These states are often prolonged and repetitive, making it difficult for high school students to study as well as in everyday life 1.5 Factors affecting school anxiety of high school students 1.5.1 Objective factors 1.5.2 Subjective factors Summary of chapter The above analysis has outlined the different perspectives in the world and Vietnam on school anxiety In the world, school anxiety has been particularly concerned for a long time on issues such as: School difficulties; refuse school; Fear of schools In Vietnam, the field of school anxiety is quite new and very few, only a few studies in the area are quite small At the same time, studies on mental health issues such as depression, stress focus on different customers, not on students, especially high school students Analyzing different perspectives and giving conceptual tools such as anxiety; anxiety disorders; school anxiety thereby giving a general concept of school 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 affecting school anxiety of high school students will have a very important meaning and a reliable scientific basis for proposing reasonable measures to help them overcome the situation anxiety disorders Chapter ORGANIZATION AND RESEARCH METHODOLOGY 2.1 General information about Ho Chi Minh City * Status sampl Table 2.1: Sample of current situation School Trung Vuong High School Vo Thi Sau High School Class Clas Clas Clas s 10 s 11 s 12 94 51 62 32 20 20 Gender Boy Girl 88 32 119 40 Total % 207 72 22,4 7,8 Truong Chinh High School Nguyen Huu Cau High School Hiep Binh High School Go Vap High School Total % 55 66 79 53 379 41,1 40 59 75 30 275 29,8 31 49 77 30 269 29,1 55 80 121 59 435 47,1 71 94 110 54 488 52,9 126 174 231 113 13,7 18,9 25,0 12,2 923 100 2.2 Research organization 2.2.1 Research purposes Determining students' school performance and anxiety levels in a number of high schools in Ho Chi Minh City, on that basis, proposing and experimenting with psychological support measures to help them overcome this situation 2.2.2 research content About reasoning - Identify the research work of the authors preceding and present the remaining problems in the research to build the research direction of the topic; - Building the rationale for the topic, defining the concept of tools and related issues About Practical 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 reduce anxiety disorder in students, the consequences of anxiety disorder in students and the expectations of students with anxiety disorder Experimental Experiment 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: months (1/ 2017 – 5/ 2017) 2.2.3.3 Experimental period of impact: months (10/2017 - 1/2018) 2.3 Research methods To carry out research tasks, we used a combination of specific research methods listed in the introduction 2.4 Research tools The main study instrument was the school anxiety scale (in addition, other standardized anxiety scales were used, such as Beck's BAI scale; Speilberger's STAI scale, DASS scale with school anxiety scale) and opinion polls 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: 12 Note: Trung Vuong High School Vo Thi Sau High School Truong Chinh High School Nguyen Huu Cau High School Hiep Binh High School Go Vap High School The table of student assessment results with the general school anxiety scale at each school surveyed showed that: In the schools that we surveyed, the school's anxiety scale generally had the highest average score with remaining scales 3.4 Abnormal manifestations of school anxiety in high school students Table 3.4: Abnormal manifestations of school anxiety in high school students No I II Expression groups Social Stress (câu 5, 10, 15, 24, 30, 33, 42) Demand for achievement (câu 6, 17, 19, 29, 32, 35, 38, 41, 43) III Anxiety is related to self-expression (câu 27, 31, 34, 37, 40, 45, 50, 59, 60, 67) IV Anxiety related to test situations (2, 7, 12, 16, 21, 26, 52, 53, 57, 63) V Anxiety does not satisfy the expectations of others (câu 3, 8, 13, 17, 51, 54, 61, 64, 65) VI Ability to resist physiological stress (câu 9, 14, 18, 23, 28, 49, 56, 62, 66) VII Anxiety is related to the relationship with the teacher (2, 4, 6, 32, 47, 55, 58) VIII School Anxiety (câu 2, 3, 6, 7, 8, 9, 12, 16, 21, 26, 27, 28, 34, 37, 46, 47, 48, 49, 52, 53, 54, 55, 56, 58, 61, 62, 63, 64, 65, 66) Symbol SS DFA ARS ARTS ANSE ARPS ARRT SA The Alpha coefficient of the scale was analyzed in Chapter 2, which shows Alpha coefficients greater than 0.56 Thus, the scale system is built of eight quality assurance scale with 67 characteristic variables * Discovering Factor Analysis - EFA Table 3.5: EFA integrated testing KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy Approx Chi-Square Bartlett's Test of Sphericity df Sig .893 14613.067 1540 000 In Table 3.5 we have KMO = 0.893 which satisfies the condition of 0.5 13