Student Anxiety

ARTICLE – Student-Teacher Relationships and Student Anxiety: Moderating Effects of Sex and Academic Achievement.
Introduction
The objective of this study is to evaluate the combined moderating effect of sex and academic achievement on the association between student–teacher relationships and children’s anxiety in elementary school. In consonance with this objective, they stated two hypotheses before conduct the research paper. They stated that Student-Teacher Relationship (STR) and the level of student anxiety at the end of the school year would be a negative correlation. It simply means that a positive STR will lead to a lower levels of student anxiety at the end of the school year. Besides, they also stated that the association between STR

It would affect more girls than boys, and develop early in childhood, between the ages of 8 and 10 years old. Since they are still in the stage of processing from childhood to adulthood, they might have no cure to solve the difficulties or do not know the way of releasing stress. Thus, these limitations would put the child at the risk of developing a variety of disorders. Children with high levels of anxiety are also at greater risk of developing various adjustment difficulties. They might experience academic difficulties, drop out from school, have poor relationship with family or develop comorbid depression and psychiatric problems in adulthood. However, even anxiety symptoms first develop in middle childhood, there is still rarely studied in children under 12 years old. Thus, authors emphasize the importance to study anxiety earlier and to consider younger children separately from preadolescents to identify their

This specific group of students was selected considering that this age of group has been less studied and could develop a different result from fifth- and sixth grade preadolescents.

Students used self-assessment that was validated in the Quebec Longitudinal Study of Child Development (QLSCD) to measure different feelings and behaviours encompassed by anxiety. The Likert-type response scale is divided into 3 points ranging from 1 (never or not true) to 3 (often or very true).

The STR was measured with a French adaption of the Student-Teacher Relationship Scale (STRS). This method is validated in the QLSCD and has been used in several studies. Both scales were answered using a 5-point Likert-type scale ranging from 1 (definitely does not apply) to 5 (definitely applies).

Teachers evaluated each child’s academic achievement by using two questions. The teacher answered the questions on a 5-point Likert-type scale ranging from 1 (greatly below average of same-age students) to 5 (greatly above average of same-age students). This measurement shown a reliable measure of student achievement since each child’s mean academic achievement was