Thesis Abstract

Abstract
Anxiety is a common experience among students, impacting their academic performance and overall well-being. This research project investigates the effects of academic anxiety on the performance of students with and without learning disabilities. The study aims to explore how anxiety manifests differently in these two groups and how it influences their learning outcomes. Additionally, the research examines coping strategies that students can employ to manage anxiety at school effectively. The research employs a mixed-methods approach, combining quantitative data analysis with qualitative insights from interviews and surveys. A sample of students with learning disabilities and students without learning disabilities is selected to participate in the study. Academic anxiety levels are measured using standardized self-report questionnaires, while academic performance is assessed through GPA records and standardized test scores. Preliminary findings suggest that students with learning disabilities tend to experience higher levels of academic anxiety compared to their peers without learning disabilities. This heightened anxiety is often attributed to the challenges and barriers faced by students with learning disabilities in academic settings. The study also reveals that academic anxiety negatively impacts the performance of both groups of students, leading to decreased motivation, concentration difficulties, and lower academic achievement. Furthermore, the research identifies various coping strategies that students can utilize to manage anxiety at school. These strategies include mindfulness techniques, cognitive-behavioral interventions, relaxation exercises, and seeking support from teachers and counselors. The effectiveness of these coping mechanisms in reducing anxiety and improving academic performance is examined through qualitative data analysis of student interviews. Overall, this research project sheds light on the complex relationship between academic anxiety, learning disabilities, and student performance. By understanding the unique challenges faced by students with learning disabilities and providing effective coping strategies, educators and school administrators can create a supportive environment that promotes academic success for all students. This study contributes to the existing literature on academic anxiety and provides practical recommendations for educators, parents, and students to address anxiety-related issues in educational settings.

Thesis Overview

This research paper explores the relationship between anxiety, student achievement, self-concept, and self-efficacy for students with and without disabilities. Anxiety can have negative effects on all students. Students with anxiety problems tend to show lower levels of academic achievement, self-efficacy, and self-concept. Anxiety reduction requires the work of students, teachers, and parents. Mindfulness Meditation, metacognition, coping, teacher involvement, and test question order are anxiety reduction strategies explored. Problem based learning is a teaching method proven to increase students’ levels of positive metacognition. Ideas for further research involving anxiety and students with learning disabilities are explored.