Individuals differ in their level of general anxiety as well as in their level of anxiety towards specific activities, such as mathematics and spatial tasks. Both specific anxieties correlate moderately with general anxiety, but the aetiology of their association remains unexplored. Moreover, the factor structure of spatial anxiety is to date unknown. The present study investigated the factor s...

OBJECTIVE Evaluating the occurrence of anxiety in pregnant women and the factors associated with its occurrence; comparing the presence of anxiety in each gestational trimester. METHOD A descriptive, correlational cross-sectional study. Data were collected from January to May 2013 using the Hospital Anxiety Subscale and a form composed of socioeconomic characterization; gestational anamnesis;...

Aim: The present work aimed to investigate the impact of the child’s cognitions associated with ambiguous stimuli that refer to anxiety, both parents’ fears and anxiety, and parents’ attributions to the child’s interpretations of ambiguous stimuli on child anxiety. The influence of parental modelling on child’s cognitions was also analyzed. Method: The final sample was composed of 111 children ...

This study focused on the factors that caused mathematics anxiety among undergraduate students with the aim of determining the influence of parents, teachers, society and peers on the development of mathematics anxiety. Grade level at which the anxiety started, and teaching strategies that contribute or reduce mathematics anxiety were investigated. Seventy three undergraduate students from one ...

In the study of social anxiety, it is common to differentiate between social interaction versus performance anxiety. The Social Interaction Anxiety Scale was designed to assess social interaction anxiety, and the Social Phobia Scale to assess fear of scrutiny by others (Mattick and Clarke, 1989). In common use, these scales are typically administered together and treated as subscales of a large...

RESEARCH IN THE TEACHING OF ENGLISH • VOLUME 36 • FEBRUARY 2002 This study addresses issues of English language anxiety in two settings: English as a second language and mainstream classrooms. Participants were 178 middle-school Mexican immigrant students attending school in the U.S. Participants were given the English Language Anxiety Scale, which was analyzed with three statistical tests: pai...

the most important risk factors for anxiety disorders include genes, early life stress, and current stress. these factors do not act independently but interact with each other throughout human development through examples such as epigenetic modifications and complex forms of learning. the neural substrate of pathological anxiety includes hyperactivity in the amygdala and other limbic brain regi...

Background. We examined factors associated with depression and anxiety in a cohort of low-income Baltimore women. Methods. We used Pathways to Adulthood data, a cohort of adults aged 27 to 33 who were born in Baltimore between 1960 and 1965. Our outcomes were a score of >4 on the General Health Questionnaire (GHQ-28) across the depression or anxiety domains. Linear regression clustered on censu...

PURPOSE To describe the prevalence of suicidal ideation and suicide attempts in family caregivers (FCs) of patients with cancer and to identify the factors associated with suicidal ideation and suicide attempts in FCs with anxiety or depression. METHODS A national, multicenter survey administered to 897 FCs asked questions concerning suicidal ideation and suicide attempts during the previous ...

A large percentage of the population has a severe anxiety when it comes to public speaking. However, the current research shows that there are ways both instructor factors and classroom factors can be altered to make an individual less anxious about public speaking scenarios. This study seeks to understand the effects of classroom community and instructor nonverbal immediacy on public speaking ...