Page 261 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 261
mental health as a risk factor for esl: diagnostics, prevention, intervention
with higher levels of anxiety find it more difficult to learn new academ-
ic content (also related to learning difficulties), which may also be a re-
sult of reduced memory functions (caused by anxiety), making it diffi-
cult for them to complete cognitive tasks (Prevatt, Welles, Li, & Proctor,
2010). Cognitive theories highlight negative automatic thoughts (in the
form of worries) that occur both during the learning process and the pro-
cess of examination1 as particularly disturbing (Anić, 2009). Studies have
reported that 10% to 20% of underachieving students suffer from anxie-
ty. Underachieving students are students who do not reach their potential
in spite of adequate opportunities and abilities (they do not have learning
difficulties). Studies have revealed that the influence can run in both di-
rections. Reduced academic achievement leads to increased anxiety and,
in turn, this increased anxiety results in reduced achievement because
anxiety affects the processes of thinking and learning. Reduced academ-
ic achievement may lead to greater anxiety also due to the high expecta-
tions of parents. Parents’ expectations can occur in the form of negative
thoughts (for instance, parental expectation in the form of the thought
I have to get a good grade to get to a better school occupies the students
while taking an exam) which occupy the working memory, thereby hin-
dering the cognitive process (Hribar & Magajna, 2011). As mentioned,
anxiety causes difficulties in learning even when learning deficits are not
present. Thus, in cases where anxiety occurs among students with deficits
in learning this poses an additional burden on cognitive processes, there-
by further disrupting the acquisition of knowledge (Nelson & Harwood,
2011). Thus, high anxiety creates both short-term consequences (for in-
stance, it interferes with the processes of reading and numeracy by bur-
dening working memory) and long-term ones in the sense of poorer aca-
demic achievement and ESL (Hribar & Magajna, 2011).
The increase in anxiety holds significant implications for the mental
and physical health of whole generations. It has been proven many times
that high anxiety can, among others, cause intense psychosocial impair-
ment (Silverman & Treffers, 2001) and lead to major depression, a wide va-
riety of physical illnesses, impaired cognitive performance, marital prob-
lems and substance abuse (Twenge, 2000).
1 As a result of cognitive impairment or a deficit in the field of learning some children
develop a fear of examinations, which is associated with lower achievement.
261
with higher levels of anxiety find it more difficult to learn new academ-
ic content (also related to learning difficulties), which may also be a re-
sult of reduced memory functions (caused by anxiety), making it diffi-
cult for them to complete cognitive tasks (Prevatt, Welles, Li, & Proctor,
2010). Cognitive theories highlight negative automatic thoughts (in the
form of worries) that occur both during the learning process and the pro-
cess of examination1 as particularly disturbing (Anić, 2009). Studies have
reported that 10% to 20% of underachieving students suffer from anxie-
ty. Underachieving students are students who do not reach their potential
in spite of adequate opportunities and abilities (they do not have learning
difficulties). Studies have revealed that the influence can run in both di-
rections. Reduced academic achievement leads to increased anxiety and,
in turn, this increased anxiety results in reduced achievement because
anxiety affects the processes of thinking and learning. Reduced academ-
ic achievement may lead to greater anxiety also due to the high expecta-
tions of parents. Parents’ expectations can occur in the form of negative
thoughts (for instance, parental expectation in the form of the thought
I have to get a good grade to get to a better school occupies the students
while taking an exam) which occupy the working memory, thereby hin-
dering the cognitive process (Hribar & Magajna, 2011). As mentioned,
anxiety causes difficulties in learning even when learning deficits are not
present. Thus, in cases where anxiety occurs among students with deficits
in learning this poses an additional burden on cognitive processes, there-
by further disrupting the acquisition of knowledge (Nelson & Harwood,
2011). Thus, high anxiety creates both short-term consequences (for in-
stance, it interferes with the processes of reading and numeracy by bur-
dening working memory) and long-term ones in the sense of poorer aca-
demic achievement and ESL (Hribar & Magajna, 2011).
The increase in anxiety holds significant implications for the mental
and physical health of whole generations. It has been proven many times
that high anxiety can, among others, cause intense psychosocial impair-
ment (Silverman & Treffers, 2001) and lead to major depression, a wide va-
riety of physical illnesses, impaired cognitive performance, marital prob-
lems and substance abuse (Twenge, 2000).
1 As a result of cognitive impairment or a deficit in the field of learning some children
develop a fear of examinations, which is associated with lower achievement.
261
