Managing Anxiety in High School an Annotated Bibliography

Annotated Bibliography

Eysenck, M. W. (1979). Anxiety, learning, and memory: A reconceptualization. Journal of

Research in Personality, 13(4), 363–385. https://doi.org/10.1016/0092-6566(79)90001-1

In this short paper, Eysenck explains that anxious Indvidual's engage in task-irrelevant

processes which obstructs several processing recourses and capacity for working memory.

Anxious students typically have a lower quality of performance with a higher level of

performance effort, as they attempt to compensate for their task irrelevant processes with

increased effort/time. This paper goes into depth on how the following aspects of: Working

memory, effort, aspiration, failure feedback, depth and elaborating of encoding information are

affected by anxiety. This paper will be advantageous as it outlines the primary effects of how this

psychopathology manifests itself in an academic setting and will be useful to describe anxiety as

a whole.

Hashempour, S., & Mehrad, A. (2014). The Effect of Anxiety and Emotional Intelligence on

Students' Learning Process.

This academic article denotes the effect of anxiety on various educational deficits which

occur within classroom settings. It illustrates the correlation between anxiety and a decrease in

emotional intelligence, working memory and the overall learning process. This source will

provide a great overview on how this disorder affects a student's behavior, while illustrating how

to manage a classroom to adapt it to such needs. For instance, the article presents techniques

which help mitigate the effects of anxiety on learning such as flash cards or collaborative

learning.
 2

Lodewyk, K. R. (2018). Associations between trait personality, anxiety, self-efficacy and

intentions to exercise by gender in high school physical education. Educational Psychology,

38(4), 487–501.

This source is helpful towards identifying different teaching strategies to deal with the

range of children in a high school, physical education environment. It deals with different

character traits such as levels of anxiety, introvert vs extroverts, amount of physical activity and

gender. This will help pinpoint some of the ways in which you can suppress anxiety in the

classroom. It goes over the Hexaco method (Honesty/humility, emotionality, extroversion,

agreeableness, conscientiousness, openness to experience) as a good method for teaching.

Overall, this source illustrates how anxiety can be provoked within school and shows how

different characteristics may correlate with their levels of anxiety.

Killu, K., Marc, R., & Crundwell, A. (2016). Students with Anxiety in the Classroom:

Educational Accommodations and Interventions. Beyond Behavior, 25(2), 30–40.

https://doi.org/10.1177/107429561602500205

The author, Kim killu, examines the effect of anxiety within a class setting. His article

delineates how anxiety is considered an adaptive state of arousal in which excess worry leads to

impairment cognitive, behavioral and physiological fronts. He denotes that anxiety affects

student’s social development and can lead to self-deprivation and self-blame. In order to reduce

such events from taking place, Killu believes that anxiety can be managed through teacher-

facilitated clinical techniques. Moreover, the article presents various classroom modifications

and accommodations which can be made to create an adaptive classroom. This will prove to be a
 3

beneficial source as it provides various examples of characteristics of anxiety (concentration

problems, oversensitity , perfectionism, etc) as well its adjoining accommodation (extra time,

note-takers, workload reduction, etc).