Effect of Anxiety Reduction on Children's School Performance and Social Adjustment

This study tested the effect of reductions in children's anxiety over time on improvements in school performance and social functioning in the context of participation in a cognitive-behavioral intervention program. Participants included 40 children with high anxiety (6-13 years of age). Indepe...

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Bibliographic Details
Published in:Developmental psychology 2006-03, Vol.42 (2), p.345-349
Main Author: Wood, Jeffrey
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement
Adjustment
Adolescent
Anxiety
Anxiety - prevention & control
Anxiety Disorders
Anxiety Management
Behavior Modification
Biological and medical sciences
Case Studies
Child
Child development
Children
Cognitive Behavior Therapy
Cognitive Restructuring
Cognitive Therapy - methods
Developmental psychology
Educational psychology
Female
Fundamental and applied biological sciences. Psychology
Generalized Anxiety Disorder
Human
Humans
Intervention
Male
Parents
Participation
Predictive Validity
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychotherapeutic Outcomes
Pupil and student. Academic achievement and failure
Regression (Statistics)
Schools
Separation Anxiety
Social Adjustment
Social Behavior
Social Influences
Social interaction
Social Phobia
Stress Variables
Student Behavior
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Summary:This study tested the effect of reductions in children's anxiety over time on improvements in school performance and social functioning in the context of participation in a cognitive-behavioral intervention program. Participants included 40 children with high anxiety (6-13 years of age). Independent evaluators, children, and parents rated child anxiety; parents rated school performance; and children and parents rated social functioning. Measures were completed at preintervention, midintervention, and postintervention. Fixed-effects regression analyses and random-effects regression analyses indicated that decreased anxiety was predictive of improved school performance and social functioning over the course of the intervention. These findings suggest that changes in anxiety influence trajectories of children's scholastic and social functioning.
ISSN:0012-1649
1939-0599
DOI:10.1037/0012-1649.42.2.345