This post was created by PGCert participants in Team Neptune as part of their assessment for Unit 1 of the course. The brief was to evaluate technologies that could help students with specific learning needs to learn more effectively.
People frequently encounter anxiety in their daily lives. Anxiety is the tense, unsettling anticipation of a threatening but vague event; a feeling of uneasy suspense (Rachman, 2004). Barlow (2002) describes a future-oriented mood state associated with preparation for possible, upcoming negative events. Lang (1968) classified the symptoms of anxiety into three-responses: verbal-subjective, overt motor acts, and somato-visceral activity. These symptoms include worry (verbal-subjective), avoidance (overt motor acts), and muscle tension (somato-visceral activity). Some researchers have also classified anxiety into different sub-categories (e.g., language anxiety, speech anxiety, social anxiety).
Research has investigated how anxiety affects student performance. For example, Liebert & Morris’s study (1967) suggested that anxiety is mainly composed of two factors: emotion, which is related to physical reactions (e.g. nervousness, sweating, constantly watching the clock, pencil-tapping), and worry, which includes the psychological or cognitive aspects of anxiety. Worry is mainly related to the perception of failure (ibid) with worry showing a stronger negative relationship with performance outcomes than emotionality in tertiary-level students.Continue reading