What the World Would Be Like If Anxiety Exam and Academic Achievement anDidn't Exist

CONTENTS

• 1 Anxiety
• 2 exam anxiety and achievement
  • 2.1 Collection concern
  • 2.2 Exam Anxiety
• 3 components of exam anxiety and achievement
• 4 Symptoms of anxiety and achievement exam
• 5 Reduce the negative effects of exam anxiety and achievement
• 6 Anxiety in children
• 7 Treatment of anxiety in children
• 8 References

Anxiety

Anxiety is a widespread concept, although its causes, circumstances and events surround it from person to person, and by the daily life conditions that a person experiences, such as exposure to new experiences and experiences, and the need to make some fateful decisions and other circumstances in general, everyone is subject to passage. A state of anxiety every now and then.

Anxiety is most often seen when an individual is involved in risky experiments, in which the need to pass various challenges easily and successfully is a natural reaction and response.If anxiety episodes persist for a long time, they are exaggerated and some triggers are exaggerated. In the absence of appropriate responses, anxiety will negatively affect the continuation of an individual's life with natural and stable thanks.

Exam anxiety and achievement

Anxiety exam is a general anxiety associated with an emotional state characterized by tension and fear, affects the individual at different stages, and this situation is linked to the exams and the process of evaluation, showing students many signs of disturbance, tension and anxiety, and the risk of this type of anxiety when it reaches an advanced stage; From the stage of positive motivation and motivation and effort and strive for more achievements and successes, to an abnormal and abnormal stage, where the symptoms stand in the face of stability and success of the student before and during the evaluation or success phase.

Psychologists talked about the close relationship between the phenomenon of anxiety and the process of learning ; the results of some studies showed that a number of students show their level less than the level of their real capacity during the evaluation process, due to exposure to certain situations or circumstances characterized by stressful and stressful circumstances such as the passage of the individual test Students may show signs of disturbance and stress, which is commonly called exam anxiety.

Components of exam anxiety and achievement

The elements of achievement and exam anxiety and its components are as follows:

• The cognitive component: It is called continuous disturbance, and the constant preoccupation by the student to think heavily in the consequences of failure if it occurs, and this disturbance followed by fear of losing the individual's self-esteem and self-esteem, and this is a feature of anxiety.
• Emotional component: Emotional responses that appear distress, discomfort, stress and panic attacks before and during the exam, as well as many emotional physiological symptoms.

Symptoms of exam anxiety and achievement

Achievement and exam anxiety exhibit many different symptoms, including:
• Difficulty sleeping, insomnia, stress, and control of some obsessive thoughts in the pre-exam and during the collection period.
• Some physiological symptoms such as accelerated heart palpitations, dry throat and lips, excessive sweating, abdominal pain, in addition to shortness of breath.
• Disorder performing mental processes, such as: concentration, thinking , and remembering.
• Distracting attention, low concentration and remembering information when needed, whether in exams or different learning situations.

Reduce the negative effects of exam anxiety and achievement

Some psychologists and counselors have suggested some practical procedures and steps to minimize the negative effects of achievement and exam anxiety, including the following:

• Help the individual understand himself and others and the problems around him.
• Provide guidance to the individual; to raise the level of self-confidence and self-esteem, and a sense of security.
• Continuous exercise on the relaxation process such as breathing exercises and imagination.
• Training on the use of positive motivational vocabulary, and stay away from negative self-discourse.
• Encourage the student to invest and exploit the proper and fruitful of time, and maintain proper study habits and try to overcome the sound study habits that help to stabilize the psychological.
• Practice emotional discharge; playing, role-playing, etc.

Anxiety in children

Childhood anxiety is the child's fear of the unknown, which is the group of self-motivation such as aggression and types of desires, and most often result from these motives behaviors facing punishment and reprimand, curbing the child's desire to express them, and these motives do not die but remain inherent in the same child; The child lives in a state of fear of the punishment they can receive, but he is unaware of the reason for this fear and can not explain, which makes him in a state of general concern, and the reasons for the emergence of this concern in children, including:

• Child loss of security.
• Fluctuation in the treatment of the child by educators in educational institutions, and parents at home.
• Abnormal family upbringing methods, such as neglect, constant criticism by parents, and constant talk about their children in front of others and at the hearing of the child.

Treatment of anxiety in children

Anxiety can help a child overcome anxiety, or prevent an average child from being anxious in many ways, including:

• Training him on relaxation skills.
• Helping and training the child to use strategies that help them resist anxiety, such as asking to think about happy and calm experiences and situations, guiding them when they are exposed to various problems, and helping them to choose the appropriate aspects and ways to solve them.
• Encourage the child to vent his emotions, and express his feelings.

References

1. ^ ^{A b} Quam McKenzie (2013), Anxiety and Panic Attacks (1st ed.), Riyadh: King Abdulaziz City for Science and Technology, page: 1-4.
2. ↑ Ashraf Abdel Kader, Ismail Badr, the effectiveness of a strategic study to overcome achievement concern among university students , Egypt: Jammehh Banha, page: 4-5.
3. ^ ^{A b T.} Nael Abu Azab (2008), the effectiveness of a proposed pilot program to reduce test anxiety among secondary school students in the provinces of Gaza , Gaza: Islamic University, page 70-74.
4. ↑ Nael Abu Azab (2008), The Effectiveness of a Proposed Pilot Program to Reduce Test Anxiety Among Secondary School Students in Gaza Governorates , Gaza: Islamic University, p. 61.
5. ↑ Nael Abu Azab (2008), The Effectiveness of a Proposed Pilot Program to Reduce Test Anxiety Among Secondary School Students in Gaza Governorates , Gaza: Islamic University, pp. 64-67.
6. ^ ^{A b} "The Problem of Anxiety in Children" , www.alukah.net , accessed 9-11-2017.