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Anxiety and stressful situations in elementary school students

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dc.title Anxiety and stressful situations in elementary school students en
dc.contributor.author Balaban Cakirpaloglu, Irena
dc.contributor.author Kvintova, Jana
dc.contributor.author Dobesova Cakirpaloglu, Simona
dc.contributor.author Kremenkova, Lucie
dc.relation.ispartof 3rd International Conference on Lifelong Learning and Leadership for All (ICLEL 2017)
dc.identifier.isbn 978-605-66495-2-3
dc.date.issued 2017
dc.citation.spage 937
dc.citation.epage 945
dc.event.title 3rd International Conference on Lifelong Education and Leadership for All (ICLEL)
dc.event.location Porto
utb.event.state-en Portugal
utb.event.state-cs Portugalsko
dc.event.sdate 2017-09-12
dc.event.edate 2017-09-14
dc.type conferenceObject
dc.language.iso en
dc.publisher ICLEL Conferences
dc.relation.uri https://docs.wixstatic.com/ugd/d546b1_da4d23ddb9874742973ee08c5cb7dc0c.pdf
dc.subject Anxiety en
dc.subject elementary school en
dc.subject stressful situations en
dc.description.abstract The present study focuses on anxiety manifestations in students in selected Czech elementary schools. The gained emotional experiences associated with the school could negatively affect both students' performance and their attitude to school in general. Assessment of the learning outcomes through tests could become a significant trigger for anxiety that can influence the students learning outcomes. The present study analyses the degree of anxiety in relation to a typical stress situation in the school environment, such as the level of actual anxiety prior to and after testing. An anxiety measuring questionnaire and a scale to measure actual anxiety were used. It was confirmed that the level of actual anxiety among students is considerably higher prior to testing than after testing. With regard to the results and the primarily negative impact of testing in the school environment, the paper also introduces several useful recommendations for reducing anxiety among students. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1008716
utb.identifier.rivid RIV/70883521:28150/17:63517688!RIV18-MSM-28150___
utb.identifier.obdid 43877599
utb.identifier.wok 000464901900111
utb.source d-wok
dc.date.accessioned 2019-08-07T12:05:26Z
dc.date.available 2019-08-07T12:05:26Z
utb.contributor.internalauthor Balaban Cakirpaloglu, Irena
utb.fulltext.affiliation Irena BALABAN CAKIRPALOGLU 1, Jana KVINTOVA 2, Simona DOBESOVA CAKIRPALOGLU 2, Lucie KREMENKOVA 2 1 Faculty of Humanities, Tomas Bata University in Zlin, 2 Faculty of Education, Palacky University in Olomouc Email:jana.kvintova@upol.cz
utb.fulltext.dates -
utb.fulltext.sponsorship The study is dedicated to the following project. Internal grant of the Faculty of Education, Palacky University: Dean’s grant 2017 Risks and protective factors among teachers in undergraduate preparedness and 3rd INTERNATIONAL CONFERENCE ON LIFELONG EDUCATION AND LEADERSHIP FOR ALL ICLEL 2017 / September 12-14, 2017 / Polytechnic Institute of Porto, Porto – PORTUGAL IGA_PdF_2017_033 Analysis of life satisfaction and self-concept in relation to the use of social networks in preservice teachers.
utb.wos.affiliation [Balaban Cakirpaloglu, Irena] Tomas Bata Univ Zlin, Fac Humanities, Zlin, Czech Republic; [Kvintova, Jana; Dobesova Cakirpaloglu, Simona; Kremenkova, Lucie] Palacky Univ Olomouc, Fac Educ, Olomouc, Czech Republic
utb.fulltext.projects IGA_PdF_2017_033
utb.fulltext.faculty Faculty of Humanities
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