Lo âu học đường của học sinh trung học phổ thông tại thành phố hồ chí minh tt tiêng anh

MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION

-------------o0o-------------

NGUYEN THI VAN

SCHOOL ANXIETY OF HIGH SCHOOL
STUDENTS
IN HO CHI MINH CITY
Major: Psychology
Code: 9.31.04.01

SUMMARY
OF DOCTOR OF PSYCHOLOGY DISSERTATION

Hanoi - 2019


The project is completed at:
THE DISSERTATION IS COMPLETED AT:
HANOI NATIONAL UNIVERSITY OF EDUCATION

Scientific supervisors: Assoc. Prof. PhD. Nguyen Cong Khanh

Reviewer 1: Assoc. Prof. PhD.Nguyen Thi Mai Hương
Institute of psychology

Reviewer 2: Assoc. Prof. PhD. Nguyen Thi Mai Lan
Academy of Social Sciences - Vietnam Academy of
Social Sciences

Reviewer 3: Assoc. Prof. PhD. PhanTrong Ngo
HaNoi National University of Education

The dissertation will be defended in front of the University
Dissertation Examiner Council at Hanoi National University of Education
at …, on … 2019.

It is possible to learn about the dissertation at:
National Library, Library of Hanoi National University of Education


1

ABSTRACT
1. Reason for selecting the topic
1.1. About reasoning
The age of high school students (high school), also known as adolescence. It
is considered a "transition period" from children to adults. Due to the complexity
of the transition period, many emotional problems and social behaviors often
appear in this age period. Research has shown that the proportion of high school
students with mental health problems in schools is often higher than this rate for
elementary and middle school students.
At this age stage, students enter a new phase in parallel with stressful
learning is the process for them to orient their future careers for themselves.
The fact that many students face psychological difficulties arising in the
learning process and difficulties in different areas of their gradually expanding
life, leading to disorders Psychologically: anxiety, depression, stress ...
The age of high school students who have mental health problems such as
stress, anxiety, depression ... especially the problem of anxiety related to

learning problems will affectto the perception, emotion, and behavior of the
individual. Therefore, it may hinder the process of acquiring knowledge as well
as implementing requirements in schools and families. The manifestations of
anxiety in students without timely detection, prevention and support will
seriously affect the development of their physiology and personality. At the
same time, this is also an obstacle to education, the quality of education is
reduced, not ensuring the quality of education needs of society. So what is the
expression of school anxiety? What are the influencing factors? and what
measures support children to reduce anxiety ?. In response to these questions,
current studies determine the expression, level, influencing factors and
psychological support measures for students with mental health problems in
schools. especially anxiety is very necessary.
Currently, in our country, early detection and intervention of mental
health problems in schools such as anxiety, depression, and stress have not
been given much attention. They often only go to hospitals and clinics when
there are very severe symptoms and seriously affect their health and spirit. On
the other hand, the support for children to overcome this situation at hospitals
and clinics is still heavy on pharmaceutical chemistry, while the use of
psychological support measures to overcome and prevent recurrence of
anxiety symptoms is very limited.
Ho Chi Minh City is a big city with a strong population density, strong
economic, educational, health and information technology ... so mental health
care services are also growing to serve the needs. At the same time, studies on
anxiety, depression, stress ... are also concerned. But studies of anxiety in
particular in schools are still limited.


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1.2. About reality

Currently in our country, mental health care in the school is still strong
dental, discrete and very weak. Some of the other researches on mental health
issues and recently in a number of localities have been conducted with smallscale clients that do not represent the region or the city. These studies aim to
explore the state of mental health problems and develop a model of mental
health care in that locality, but the practical use is almost unavailable.
Especially research on specific areas such as school anxiety is even more rare in
Vietnam. Recently, the Ministry of Education and Training has instructed
schools to implement school psychology support, job counseling ... However,
personnel for this work have not been regulated and recognized. legal. Schools
do not have payrolls for psychologists to perform this task. Thus, it is clear that
mental health care in schools is essential and should be considered but this
activity is not regulated by law, educational, health and social institutions, so it
is very simple. odd, yet systematic. Some schools have nominal school
counseling rooms to provide psychological support for students but the rooms
do not function properly and students with psychological problems are not
allowed to be supported. support.
Students with school anxiety problems are manifested differently in terms
of awareness, attitude and behavior. They often underestimate themselves, selfdefeating, and even if they try, they are not equal to friends, they have a false
view of themselves; the children appear to be pessimistic and depressed, even
wanting to drop out of school when they face difficulties in studying or having
difficulties in relations with teachers. There are many students who find
themselves experiencing anxiety in the school environment Give yourself
measures to remedy that situation instead of going to a psychologist schools.
They relieve their anxiety by listening to music, watching movies, even having
them gopractice meditation or yoga as the most effective method.
Among the common psychological disorders diagnosed in high school
students, anxiety is one of the most common problems. Epidemiological studies
in some major cities (Hanoi, Da Nang and Ho Chi Minh City) in Vietnam show
that about 16% of high school students have symptomatic symptoms that meet
the diagnosis of anesthesia. contact, including anxiety disorders.

According to MSc. Thach Ngoc Yen, specialist in charge of child counseling
office in Ho Chi Minh City, said about 1,000 counseling cases are received each
year, of which 45% children with learning stress lead to excessive anxiety.
Dr. Lam Xuan Dien - Ho Chi Minh City Mental Hospital said: “Recently,
students come to medical examination more and more crowded, especially in
the exam season (from March to September), the average hospital receives 80100 patients daily. The reason is that students are forced to study excessively,
not being interested in spirit, having no leisure time or entertainment ”.
So far, there has been no research on school anxiety in students high


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school. From the theoretical and practical side, I have chosen the topic: "The
school anxiety of high school students in Ho Chi Minh City" for research.
2. Purpose of the study
Study the theory and situation of school anxiety among high school
students, thereby proposing measures to overcome the weaknesses of school
anxiety among high school students in Ho Chi Minh City.
3. Object and study subjects
3.1. Research subjects
Study the expression, extent and factors affecting school anxiety of
learning High school students in Ho Chi Minh City.
3.2. Researchers
The research object is a high school student.
The surveyed students are students, teachers, school psychologists and
parents of high school students in Ho Chi Minh City.
4. Research hypothesis
School anxiety among high school students in Ho Chi Minh City has many
manifestations with different degrees.
Factors that can affect school anxiety are factors related to the school

context such as: Pressure on academic achievement; expectation of parents; exam
pressure; The relationship between teacher and student ...
Interventions with psychological support methods will reduce anxiety
among children.
5. Research tasks
- Developing a theoretical basis for studying school anxiety in high
school students.
- Clarify the real situation of school anxiety in high school students in the
city Ho Chi Minh City.
- Initially implementing a number of psychological support measures to
reduce school anxiety in high school students.
6. Limitations and Scope of the study
6.1. Limit study subjects
A study on the manifestation and severity of schizophrenia in high
school students.
6.2. Limitations on study sites
The study area is 6 high schools in Ho Chi Minh City:
6.3. Limit on study subjects
The research project evaluated the screening of 923 high school students
(435 boys and 488 girls) from grade 10 to grade 12 in Ho Chi Minh City.
Patients assessing the status of school anxiety disorder in high school students
is 50 teachers; 50 parents and 9 school psychologists.
Experimental group of 10 students divided into two groups to conduct the
experimental program of the thesis: Experiment group (05 students) and control


4

group (05 students); 03 teachers of the class and 05 parents of 05 students
experiment; 02 school psychologists.

Case study of schizophrenic case study: 02 students were studied in the
status quo and continued to be studied in practice.
7. Research methodology
7.1. Research methodology, text
7.2. Test method
7.3. Observation method
7.4. Interview method
7.5. Questionnaire survey method
7.6. Product research method of operation
7.8. Experimental method
7.9. Methodology of biographical research
7.10. Mathematical statistical methods
8. Contribution of the topic
Contribute theoretically
- The thesis has codified some anxiety problems; school anxiety; school
anxiety high school students and psychological support measures for students
with school anxiety.
- Construct the structure of manifestations, characteristic signs of school
anxiety.
Contribute to the practical side
- Provide data on the status of school anxiety in high school students at
Ho Chi Minh City.
- Evaluate the effectiveness of the use of psychotherapy to support some
cases School anxiety in high school students. In the dissertation topic, we have used
a number of psychological therapies to support such as cognitive adjustment, group
psychotherapy, relaxation therapy and parent counseling. These therapies have
helped five cases that we do experimentally reduce school anxiety. After a threemonth impact, her condition improved and decreased to normal levels (ie, schoolrelated anxiety symptoms were reduced and no longer appeared in that student.)
- Develop a scale to evaluate school anxiety in high school students. This
scale only focuses on measuring abnormal student performance related to the
school context, including concerns and insecurities related to the performance of

school tasks that often appear in school space. The school anxiety scale focuses
only on identifying, evaluating the expression of insecurity, loss of control related
to the performance of learning tasks in the school context, which is different from
other anxiety scales. giving characteristic signs of anxiety in all areas
- Helping mental health-related industries in schools in particular and the
education sector in general has an accurate view of anxiety factors in high
school students. Since then, there have been better ways to control, support and
limit the anxiety of high school students.


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9. Structure of the thesis
Apart from the introduction, conclusions and recommendations, the list of
references and annexes, the dissertation consists of 3 chapters:
Chapter 1. Psychology theory of high school anxiety problem of high
school students.
Chapter 2. Organization and research methods.
Chapter 3. Results of the current study on school anxiety problems of high
school students.
Chapter 1
THEORETICAL BASIS OF PSYCHOLOGY OF THE STUDY ON THE
SCHOOL OF HIGH SCHOOL STUDENT
1.1. Overview of the problem research
In general, in the world and in Vietnam, there are separate research works
on anxiety but not much research on high school anxiety in high school
students. Research is primarily directed towards general psychological disorders
and school anxiety is only a small part of mental health problems. Therefore, in
this topic, we conduct a separate study to clarify the issues of school anxiety in
high school students. The new studies only stop at describing the situation,

understanding the causes and levels of anxiety, not really studying in a specific
and profound way to the issue of deep prevention and intervention. No studies
have evaluated the overall topic of school anxiety such as epidemiological
problems, impacts, causes or directions to limit and overcome school-related
anxiety in the subjects. high school students
Introducing some models of school psychology in the world that have
been implemented.
Spielberger's school anxiety model (1966)
Model of school psychology practice in China
System model and promote comprehensive development in the US
1.2. Approach theory
1.2.1. Access to school psychology
1.2.2. Awareness-behavior approach
1.2.3. Active psychological access
1.2.4. Approach to psychoanalysis
1.3. Anxiety
1.3.1. Concept of anxiety
Anxiety is a state of insecurity, a reaction of each individual when
encountering difficulties and dangers in life. Anxiety signals the difficulties and
dangers that have been and will come to the individual, but individuals have not
found a really effective way to overcome it.


6

1.3.2. Characteristics, manifestations of anxiety
1.3.3. Classification and diagnostic criteria of anxiety
1.3.4. Psychological support measures reduce anxiety
1.3.4.1. Psychological support measures by cognitive therapy, behavior
of Beck and Albert Ellis

1.3.4.2. Psychological support measures by group psychotherapy
1.3.4.3. Measures of psychological support by coordinating with the
student's family
1.3.4.4. Measures to support psychology by relaxing with Yoga
and Meditation
1.4. School anxiety of high school students
1.4.1. Concept of school anxiety
School anxiety is a state of anxiety, stress, excessive fear, worries and
insecurities related to the performance of school tasks, appearing in school
space. This state is often prolonged and repeated, affecting the progress and
results of learning, affecting their health and spiritual life.
1.4.2. High School Students
High school students "is the term for the group of first-year students (from
15, 16 to 17, 18). According to psychology ages this is the period of development
from puberty and ending when entering adult age. If at the age of children, all
changes and developments occur in a situation that is dependent on adults (mainly
parents) and adults need to achieve a mode of independent survival, the student
age high school is a phase of interference: no longer a child but not an adult.
High school students are also called early teens. Youth is calculated from
15 to 25 years old, divided into 2 periods:
+ Period from 15-18 years old: called early age of youth
+ Period from 18-25 years old: second stage of youth (young students)
Youth also shows the complex and multi-faceted nature of the phenomenon, it
is limited to two aspects: physiology and psychology. This is a difficult and complex
issue because the rhythm and the stages of psychophysical development do not
always coincide with the social maturity periods. This means that physical maturity,
intellectual personality, and labor capacity will not coincide with the age of
development. Therefore, the psychologists of Macit said that when studying age, it is
necessary to combine with the view of social psychology and take into account the
inner rule of age development. Due to the development of society, the development

of children is increasingly accelerated, children grow faster and full growth takes
place earlier than previous generations, so puberty begins and ending earlier than
about 2 years. Therefore, the young age also begins earlier. But the psychological
development of youth depends not only on the age limit, but first of all due to social
conditions (the position of the youth in society; the volume of knowledge and skill


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skills that they understand and a variety of other factors ...) affect age development
1.4.3. School anxiety of high school students
High school students' anxiety is a state of anxiety, stress, excessive fear,
worries and insecurities related to performing school tasks in high school like:
study pressure; pressure for examination; pressure on upcoming career
orientation or even high expectations from parents for students themselves.
These states are often prolonged and repetitive, making it difficult for high
school students to study as well as in everyday life.
1.5. Factors affecting school anxiety of high school students
1.5.1. Objective factors
1.5.2. Subjective factors
Summary of chapter 1
The above analysis has outlined the different perspectives in the world
and Vietnam on school anxiety. In the world, school anxiety has been
particularly concerned for a long time on issues such as: School difficulties;
refuse school; Fear of schools ... In Vietnam, the field of school anxiety is quite
new and very few, only a few studies in the area are quite small. At the same
time, studies on mental health issues such as depression, stress ... focus on
different customers, not on students, especially high school students.
Analyzing different perspectives and giving conceptual tools such as
anxiety; anxiety disorders; school anxiety thereby giving a general concept of

school anxiety of high school students. At the same time, give characteristics;
expression; classification or criteria for diagnosing anxiety disorders.
Identify the factors affecting high school anxiety of high school students,
including subjective and objective factors. Determining the factors affecting
school anxiety of high school students will have a very important meaning and
a reliable scientific basis for proposing reasonable measures to help them
overcome the situation. anxiety disorders.
Chapter 2
ORGANIZATION AND RESEARCH METHODOLOGY
2.1. General information about Ho Chi Minh City
* Status sampl
Table 2.1: Sample of current situation
School
Trung Vuong High School
Vo Thi Sau High School

Class
Clas Clas Clas
s 10 s 11 s 12
94
51
62
32
20
20

Gender
Boy

Girl

88
32

119
40

Total %
207
72

22,4
7,8


8
Truong Chinh High School
Nguyen Huu Cau High School
Hiep Binh High School
Go Vap High School
Total
%

55
66
79
53
379
41,1

40
59
75
30
275
29,8

31
49
77
30
269
29,1

55
80
121
59
435
47,1

71
94
110
54
488
52,9

126
174

231
113

13,7
18,9
25,0
12,2

923

100

2.2. Research organization
2.2.1. Research purposes
Determining students' school performance and anxiety levels in a number of
high schools in Ho Chi Minh City, on that basis, proposing and experimenting
with psychological support measures to help them overcome this situation.
2.2.2. research content
About reasoning
- Identify the research work of the authors preceding and present the
remaining problems in the research to build the research direction of the topic;
- Building the rationale for the topic, defining the concept of tools and
related issues.
About Practical
Surveying the situation in high schools in the area of Ho Chi Minh City.
At the same time find out the manifestations, causes, measures to reduce
anxiety disorder in students, the consequences of anxiety disorder in students
and the expectations of students with anxiety disorder.
Experimental
Experiment 3 months to reduce the level of RLLA in high school students

in some schools in Ho Chi Minh City.
2.2.3. Research Process
2.2.3.1. Theoretical Study Period: (6/ 2015 – 1/ 2017)
2.2.3.2. Stage of survey: 4 months (1/ 2017 – 5/ 2017)
2.2.3.3. Experimental period of impact: 3 months (10/2017 - 1/2018)
2.3. Research methods
To carry out research tasks, we used a combination of specific research
methods listed in the introduction
2.4. Research tools
The main study instrument was the school anxiety scale (in addition, other
standardized anxiety scales were used, such as Beck's BAI scale; Speilberger's
STAI scale, DASS scale with school anxiety scale) and opinion polls.
2.4.1. School anxiety scale
2.4.1.1. Grounds for building a scale of school anxiety
2.4.1.2. Content of the scale of school anxiety
The 8-scale scale is listed in the following table:


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Table 2.2: Components of school anxiety
Elements
1. School Anxiety
(SA)

Questions
2, 3, 6, 7, 8, 9, 12, 16, 21, 23, 26, 27, 28, 34, 37, 46, 47, 48,
49, 52, 53, 54, 55, 56, 58, 61, 62, 63, 64, 65, 66.
∑ = 32
2. Social Stress

5, 10, 15, 24, 30, 33, 42.
(SS)
∑=7
3. Demand for achievement 6, 17, 19, 29, 32, 35, 38, 41, 43.
(DFA)
∑=9
4. Anxiety is related to self- 27, 31, 34, 37, 40, 45, 50, 59, 60, 67
expression
∑ = 10
(ARS)
5.Anxiety related to test 2, 7, 12, 16, 21, 26, 52, 53, 57, 63
situations
∑ = 10
(ARTS)
6. Anxiety does not satisfy the 3, 8, 13, 17, 51, 54 61, 64, 65
expectations of others
∑=9
(ANSE)
7. Ability to resist
9, 14, 18, 23, 28, 49, 56, 62, 66
physiological stress (ARPS)
∑=9
8. Anxiety is related to the 2, 4, 6, 32, 47, 55, 58
relationship with the teacher
∑=7
(ARRT)

2.4.1.3. Assess the reliability of the school anxiety scale
2.4.1.4. Effectiveness of the Anesthesiology Scale
2.4.2. Survey

Summary of Chapter 2
To achieve good results and obtain objective and scientific conclusions,
when researching the topic, we choose an approach such as: Approaching the
psychology of school psychology; system theory; behavioral theory; operational
theory ... At the same time, using a combination of psychological research
methods suitable to research context and reciprocal.
The topic uses a toolkit of school anxiety scales with 8 components to
assess the level of anxiety disorder in high school students. Cronbach's Alpha
reliability test results (α) of scale are quite good.
The validity of school-based anxiety scales based on correlation with
standardized anxiety scales (BAI, DASS, STAI Y1- Y2) is relatively correlated.
That demonstrates that the scale (LAHD-S) has the same standard efficacy as
standardized anxiety scales and can be used to measure school anxiety in high
school students.


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Chapter 3
RESEARCH RESULTS OF STUDYING THE LEADING SCHOOL IN
HIGH SCHOOL STUDENTS IN HO CHI MINH CITY
3.1. Classification of student ratings with school anxiety expression
Table 3.1: Rate and level anxiety school of high school students
Student classification%

Test
1
2
3
4

5

Mean

No anxiety
symptoms

SD

Feeling anxious at levels

Low

Normal

Light

Mean

Heavy

≤ 20

(21-50)

(51-66)

(67-81)

≥ 82

35,36 15,68 18,5% 64,5%

14,1%

2,5%

0,4%

SA
BAI

≤4

(5-27)

(28-39)

(40-51)

≥ 52

16,05 12,07 22%

57,9%

17,5%

2,3%

0,3%

≤4

(5-27)

(28-39)

(40-51)

≥ 52

11,11 8,02 20,2% 58,5%

18,1%

2,9%

0,3%

(38-52)

(53-61)

(62-69)

≥ 70

45,43 8,08 17,8% 63,7%

16,8%

1,6%

0,1%

(38-52)

(53-61)

(62-69)

≥ 70

16,2% 68,8%

12,2%

2,3%

0,5%

DASS-A
STAI-Y1

≤ 37

STAI-Y2

≤ 37

47,70

8,4

Need
Verry need Treatment
counseling counseling

recommendation

The results of evaluation of high school anxiety of high school students
by anxiety tests presented in Table 3.1 show that the percentage of students who
show anxiety is discovered by the scale of about 15% - 21%.
3.2 Compare students' school anxiety levels according to criteria
Table 3.2: Comparison of students' school anxiety levels according to
gender, regional and grade level criteria
Scale

Gender
Boy
Girl

Urban
School
Anxiety (SA) Suburban
Class 10
Class 11
Class 12

N

434
487

Mean
34.04
36.54

SD
15.492
15.774

392

31.35

15.514

529
378
275
268

38.33
38.22
33.55
33.19

15.150
16.244
15.538

14.405

Sig
0,015
0,000

0,000


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Through the results of T-Test (Independent Samples test) for comparison of
gender, area and ANOVA test for comparison of grade classes in table 3.4, it shows:
* Comparison of sex
The mean points for anxiety of male and female students along with
standard deviations (p = 0.015) are significantly different (p <0.05). The
evaluation results show that the female student group has a higher rate of
anxiety than male students,
* Compare about school area
Through the test results of T-Test (Independent Samples test), there are
significant differences in average scores (p <0.05) in the two high schools in the
inner and suburban areas of the city. Ho Chi Minh City (p = 0.000) The average
score of the suburban school area is higher than the urban school area (38,3331,35). The average score of all suburban schools is much higher than in urban
areas and p <0.05, which indicates that the inner-city students' groups are less
anxious than the ones in the school area. suburban.
* Comparison of grades
The results of ANOVA test showed that: there are significant differences
between grade levels, in particular, the average score of grade 10 (= 38.22) is
much higher than the average of grade 11 (= 33,55) and grade 12 (= 33.19),
with p <0.05.

3.3. Student assessment results with school anxiety scale
Table 3.3: Student's assessment results on the school anxiety scale
in each school
School
N
1
X
SD
N
2
X
SD
N
3
X
SD
N
4
X
SD
N
5
X
SD
N
6
X
SD

SA

207
19.49
8.973
72
15.74
10.08
126
22.68
11.01
174
19.93
7.504
230
22.90
8.406
113
16.68
8.168

SS
207
12.60
4.178
72
11.56
4.017
125
13.06
3.916
173

14.09
3.764
231
15.05
3.760
113
11.05
3.982

DFA
207
15.21
3.819
72
13.25
3.950
125
14.99
3.834
174
16.22
4.185
231
17.01
3.910
113
13.50
3.778

ARS

206
11.82
4.462
72
10.01
4.248
126
12.67
4.878
174
12.56
4.686
230
13.86
4.152
113
10.16
4.292

ARTS
207
13.50
5.615
72
11.47
5.637
126
15.06
6.402
174

13.12
4.815
230
13.80
4.958
113
12.34
5.126

ANSE
207
12.16
5.201
72
9.74
5.278
126
13.01
5.638
174
12.12
4.376
230
13.22
4.512
113
11.28
4.965

ARPS

207
7.26
4.357
72
6.00
4.962
126
9.29
5.712
174
8.71
4.424
231
10.44
4.700
113
5.87
3.853

ARRT
207
10.42
3.956
72
8.61
4.433
126
11.09
4.338
174

11.44
3.727
231
13.01
4.073
113
9.44
3.586


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Note:
1
2
3
4
5
6

Trung Vuong High School
Vo Thi Sau High School
Truong Chinh High School
Nguyen Huu Cau High School
Hiep Binh High School
Go Vap High School

The table of student assessment results with the general school anxiety
scale at each school surveyed showed that: In the 6 schools that we surveyed,
the school's anxiety scale generally had the highest average score. with 7

remaining scales.
3.4. Abnormal manifestations of school anxiety in high school students
Table 3.4: Abnormal manifestations of school anxiety in high
school students
No
I
II

Expression groups
Social Stress (câu 5, 10, 15, 24, 30, 33, 42)
Demand for achievement (câu 6, 17, 19, 29, 32, 35,
38, 41, 43)
III Anxiety is related to self-expression (câu 27, 31, 34,
37, 40, 45, 50, 59, 60, 67)
IV Anxiety related to test situations (2, 7, 12, 16, 21, 26,
52, 53, 57, 63)
V Anxiety does not satisfy the expectations of others
(câu 3, 8, 13, 17, 51, 54, 61, 64, 65)
VI Ability to resist physiological stress (câu 9, 14, 18, 23,
28, 49, 56, 62, 66)
VII Anxiety is related to the relationship with the teacher
(2, 4, 6, 32, 47, 55, 58)
VIII School Anxiety (câu 2, 3, 6, 7, 8, 9, 12, 16, 21, 26, 27,
28, 34, 37, 46, 47, 48, 49, 52, 53, 54, 55, 56, 58, 61,
62, 63, 64, 65, 66)

Symbol
SS
DFA
ARS

ARTS
ANSE
ARPS
ARRT
SA

The Alpha coefficient of the scale was analyzed in Chapter 2, which
shows Alpha coefficients greater than 0.56. Thus, the scale system is built of
eight quality assurance scale with 67 characteristic variables.
* Discovering Factor Analysis - EFA
Table 3.5: EFA integrated testing
KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy.
Approx. Chi-Square
Bartlett's Test of Sphericity
df
Sig.

.893
14613.067
1540
.000

In Table 3.5 we have KMO = 0.893 which satisfies the condition of 0.5


13

• Verification of the observed variables in the representative metric

In Table 3.5, the Bartlett test has a significance level p <0.05, so that the
observed variables are linearly correlated with the representative factor
• Verify the level of interpretation of the observation variables for the factor
The cumulative column of the table below indicates a variance of 56.7%, which
means that 56.7% of the change in factors is explained by the observed variables.
Table 3.6: Table of explanations of the observed variables for the factor
Initial characteristic values
Data extracted
Variables
%
%
%
%
Total
(Variance) (Cumulative) (Total) (Variance) (Cumulative)
1
10.188
18.193
18.193
10.188
18.193
18.193
2
3.330
5.946
24.139
3.330
5.946
24.139
3

2.571
4.592
28.731
2.571
4.592
28.731
4
1.758
3.140
31.870
1.758
3.140
31.870
5
1.726
3.081
34.952
1.726
3.081
34.952
6
1.491
2.662
37.614
1.491
2.662
37.614
7
1.408
2.514

40.128
1.408
2.514
40.128
8
1.382
2.469
42.597
1.382
2.469
42.597
9
1.266
2.260
44.857
1.266
2.260
44.857
10
1.224
2.185
47.042
1.224
2.185
47.042
11
1.197
2.138
49.180
1.197

2.138
49.180
12
1.115
1.991
51.171
1.115
1.991
51.171
13
1.057
1.887
53.059
1.057
1.887
53.059
14
1.053
1.880
54.939
1.053
1.880
54.939
15
1.021
1.822
56.761
1.021
1.822
56.761

16
.985
1.760
58.521
17
.958
1.711
60.232
18
.915
1.634
61.866
19
.879
1.570
63.436
20
.865
1.544
64.980
21
.823
1.469
66.449
22
.800
1.429
67.878
23
.782

1.396
69.274
24
.777
1.387
70.661
25
.758
1.354
72.015
26
.736
1.314
73.329
27
.722
1.289
74.617
28
.697
1.244
75.861
29
.687
1.227
77.088
30
.685
1.223
78.311

31
.647
1.155
79.466
32
.643
1.149
80.615


14
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51

52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67

.610
.601
.584
.555
.539
.532
.518
.511
.494
.482
.472
.457
.449

.434
.411
.404
.399
.384
.374
.356
.345
.340
.316
.414
.400
.392
.377
.373
.364
.350
.330
.326
.320
.296
.279

1.089
1.074
1.043
.990
.963
.951
.925

.913
.882
.861
.843
.817
.803
.776
.733
.722
.713
.686
.668
.636
.616
.607
.564
.618
.597
.585
.563
.557
.543
.522
.492
.487
.477
.442
.416

81.704

82.778
83.820
84.811
85.774
86.724
87.649
88.562
89.444
90.305
91.147
91.964
92.766
93.542
94.275
94.997
95.710
96.397
97.064
97.700
98.316
98.923
99.487
94.319
94.916
95.501
96.064
96.620
97.164
97.686
98.178

98.665
99.142
99.584
100.000

• Results of the model
By testing the scale and test quality of the EFA model, there are 15
components that represent abnormal manifestations of school anxiety in high
school students. The elements are grouped into 7 scales as shown below:
Table 3.7: Crobach Alpha adjustment model and EFA exploratory
factor analysis
No

Scale

Featured variables

Explain the scale


15
1

SS

C5, C10, C24, C33

2
3

DFA
ARS

4

ARTS

5

ANSE

6

ARPS

7

ARRT

Stress anxiety in friends
relations
C6, C17, C32
Demand for achievement
C37, C45, C59, C60
Anxiety is related to selfexpression
C2, C7, C16, C21, C26, C57
Anxiety related to test
situations)
C3, C51, C61, C64
Anxiety does not satisfy the

expectations of others
C9, C14, C18, C23, C28, C49, Ability to resist physiological
C56
stress
C2, C4, C6, C32
Anxiety is related to the
relationship with the teacher

• Multivariate regression analysis
In order to identify the unusual manifestations of school anxiety of high
school students, we build a comprehensive correlation model of the form:
SA = f (F1, F2, F3, F4, F5, F6, F7)
Inside:
SA: is the dependent variable
F1, F2, F3, F4, F5, F6, F7: are independent variables
Considering in factors F1 to F7, which factors really dominate the anxiety
problem of high school students based on the following correlation table:
Table 3.8: Correlation between elements with the school anxiety scale

F1

F2

F3

F4

F5

r

p
n
r
p
n
r
p
n
r
p
n
r
p
n

F1
1
922
.246**
.000
922
.308**
.000
921
.202**
.000
921
.385**
.000
922

F2

F3

F4

F5

923
.163**
.000
922
.515**
.000
922
.412**
.000
922

922
.239**
.000
921
.306**
.000
921

922
.594**

.000
921

922

F6

F7

SA


16
r
F6
p
n
r
F7
p
n
r
LAHD p
n

.494**
.000
922
.355**
.000

922
.352**
.000
921

.458**
.291**
.579** .524**
.000
.000
.000
.000
923
922
922
922
923
**
**
**
**
.746
.196
.577
.540
.531**
.000
.000
.000
.000

.000
923
922
922
922
923
.573**
.308**
.840** .703** .776**
.000
.000
.000
.000
.000
922
921
922
921
922
*** p < 0,001; ** p < 0,05; * p < 0,1

923
.645**
.000
922

922

The analytical results show that the scores of 7 components (F1 to F7) with
the school anxiety scale are positively correlated with each other at a relatively

low level to relatively tight (r from 0.163 to 0.746), so the This scale is still
relatively independent. The correlation coefficients of 7 components (F1- F7)
with the general school anxiety scale (SA) are quite tight (r from 0.308 to 0.840).
The results of regression analysis also showed that if selecting 2-factor
model, "Anxiety related to test situations" (F4) and "Physiological stress
resistance" (F6) and having the strongest, most dominant point correlation (r =
0.941), it explains about 88.6% of the variation of SA scale. Abnormal factors
of these two components are: First, the physiological abnormalities such as:
limbs trembling when the teacher calls on the board or checks the lesson; the
body feels stiff, unable to relax; Feeling heart beating hard when teachers say
they will check their homework to see if it is right or wrong; Difficulty sleeping
at night due to learning stress; Feeling shivering, sweating when suddenly
called to answer in front of the class. Second, abnormal expressions in test
situations such as: Feeling afraid every time you start taking a test or taking a
test; Worry when teachers say they will check whether they study and
understand the lesson; Or dream that teachers are angry when I don't understand
the lesson; I was worried and wanted my teacher to preach slowly so that I
could understand the lesson better; I saw my knees trembling when the teacher
checked the cards or called up and answered ...
3.5. Factors affecting school anxiety of high school students
The scale of factors affecting school anxiety is designed with 20 clauses.
The result of Cronbach Alpha reliability analysis is 0.91. This meets the
standard of measurement.
Table 3.9: Correlation matrix of clauses with elements (Varimax rotation)
Clauses
Pressure must be high in examinations and tests

1
.759

2

Elements
3

4

5


17
Pressure on college entrance examination
Pressure in career orientation later
Pressure on parental expectations for
academic achievement
Do not understand post, poor results in
examination, exam
Pressure on time because of learning more
There are too many books, not all
Bad points are fine teachers, invited parents
The teacher is not close, not friendly
The teacher is biased, not emotional, do not
understand me
Teachers often bring negative emotions into
the classroom
Conflict with teachers
Always feel guilty, lack of confidence
When in trouble, often think and act in a
negative way
I have a health problem

Parents often compare me to others
Parents place expectations too high or too
low for their ability to learn
Parents do not have time to care
Conflict with friends
Fear, do not know what to do when trouble

.754
.722
.700

.400

.689
.679
.583
.573

.399
.815
.812
.698
.601

.302
.778
.714
.698
.775
.724

.308

.538
.736
.670

Thus, the above results show the 4-component structure of the factors
affecting the school's anxiety level of high school students.
Factor 1 (FT1) consists of 7 clauses: clauses that are incorporated into this
element describe worries, stress and pressure in learning issues (called learningrelated effects).
Factor 2 (FT2), consisting of 3 clauses: objective influences from
teachers, namely the behavioral relationship of teachers, makes them nervous
and stressful.
Element 3 (FT3), consisting of 3 clauses: subjective effects from students
themselves leading to anxiety disorder.
Element 4 (FT4), consisting of 3 clauses: The effects from parents,
namely the level of expectation of parents on their ability to study and
especially parents often compare between their children. with other people.


18

Table 3.10: Correlation between influencing factors and overall school
anxiety scale

FT1

FT2

FT3

FT4

SA

r
p
N
r
p
N
r
p
N
r
p
N
r
p
N

FT1
1

FT2
.249**
.000
684
1

685
.249**
.000
684
.266**
.000
684
.558**
.000
684
.356**
.000
685

685
.321**
.000
684
.216**
.000
684
.226**
.000
685

FT3
.266**
.000
684

.321**
.000
684
1
685
.374**
.000
684
.370**
.000
685

FT4
.558**
.000
684
.216**
.000
684
.374**
.000
684
1
685
.334**
.000
685

SA
.356**

.000
685
.226**
.000
685
.370**
.000
685
.334**
.000
685
1
922

The analytical results show that the points of four influencing factors are
positively correlated with each other at low to relatively tight levels (r from
0.216 to 0.558), so the scale of these influencing factors is still relative
independence. The correlation coefficients of these four factor groups with the
school anxiety scale (SA) are quite tight (r from 0.226 to 0.370).
The results of regression analysis (Regression) by SPSS software
according to Stepwise method show that the factor "Deriving from students
themselves (FT3)" correlates with the strongest and most dominant points (r =
0.370)., it explains about 13,69% of the variability of the School Anxiety scale.
3.6. The consequences of school anxiety and the expectations of
students themselves with others
3.6.1. The consequences of school anxiety for students themselves
Table 3.11: Consequences of school anxiety for students themselves
The consequences of anxiety
for the students themselves
Poor health, sickness, disease

Difficult learning
The results of the study fell

n

Never
(%)

Some
time
(%)

Always
(%)

686
686
686

45.9
34.8
38.3

33.8
38.3
28.3

15.5
22.3
17.8

Very
alway
(%)
4.8
4.5
5.5

Mean
0,79
0,97
0,91


19
Become insecure, shy
Become pessimistic,
depressed, do not want to
strive, live no purpose
Breaking bad affects
relationships
Lost faith in life
Sometimes do not want to live
Do not want to communicate
with anyone
He is always tired, anorexia

686

40.0

36.9

18.0

5.1

0,88

686

43.3

34.7

16.6

5.4

0,84

686

49.1

35.3

13.0

2.6

0,69

685
685

50.8
57.2

32.6
28.0

11.1
10.9

5.5
3.8

0,71
0,61

686

43.3

36.9

13.8

6.0

0,83

686

48.0

30.9

15.3

5.8

0,79

According to the results in Table 3.11, we find that there are many
consequences of school anxiety affecting students such as their academic,
health, psychological and spiritual life. The most influential thing is
"Learning difficulties" with the highest average score of 0.97, the second is
"Falling learning results" (X = 0.91); The third is the status of "Becoming
unconfident, shy" (X = 0.88). Then the fourth is the phenomenon of
"Becoming pessimistic, depressed, not wanting to strive, living without
purpose" and "Not wanting to communicate with anyone" (X = 0.83). The
health consequences are also affected such as: "Poor health, sickness, and
easy illness" and "people who are always tired and tired" (X = 0.79). In
addition, there are some other serious consequences such as: "Losing
confidence in life", "Cracking, adversely affecting relationships" or even
having negative thoughts "Don't want to live "... These consequences need to
be discovered and remedied in time by the family and the school to prevent
negative behaviors of the children and health and physical health.

3.6.2. Desires of self
Table 3.12. Desires of the students themselves
Desires
Parents care, understand, listen, share more
Parents do not conflict, brothers and
sisters do not contradict
Parents do not impose, demanding too
high without considering your ability
Parents do not compare me to others
The school should organize many
extracurricular activities, useful
playgrounds for students to participate
The teacher is caring, friendly and

N

Never
(%)

686

23,4

Some
time
(%)
29,0

28,4

Very
alway
(%)
19,2

1,44

686

26,7

22,4

29,4

21,4

1,46

686

22,6

21,7

30,2

25,5

1,59

685

20,6

22,5

31,1

25,9

1,62

686

18,1

26,2

30,9

24,8

1,62

685

12,8

26,0

36,8

24,4

1,81

Always
(%)

M


20
understanding student
Teachers need to create a comfortable
atmosphere
Schools need psychological counseling to
support difficult students
Appropriate education and health policies
are needed to avoid creating pressure or
negativity for students
Society should promote the development
of entertainment centers suitable for age

685

9,9

23,8

36,8

29,5

1,86

686

21,3

28,3

31,0

19,4

1,49

686

13,8

25,8

36,2

24,2

1,71

686

14,0

21,6

34,3

30,2

1,73

According to the above analysis of causes of anxiety in upper secondary
school students, the group of the most influential causes is the group of causes
related to the problem of learning and the group of causes stemming from the side
student body. Therefore, their first desire for learning is "Teachers need to create a
comfortable atmosphere" with the highest grade point average of 1.86, the second
is "Teachers need to care, be more friendly and understand students ” (X = 1.81).
On the social side, students want to "The society needs to promote the
development of age-appropriate recreation and entertainment centers" (X =
1.73); Next is "Appropriate health and education policies are needed to avoid
pressure or negativity for students" (X = 1.71).
On the side of the school, "The school needs to organize many extracurricular activities, useful playgrounds for students to participate" with X =
1.62. By organizing a variety of activities during and out of class in groups,
they will help them develop social skills as well as create a healthy environment
for them to support each other in learning and playing., share with each other
when there are stressful issues
On the family side, what students want most is "Parents do not compare
me with others" with an average score of 1.62 and followed by "Parents do not

impose, make requests too high without thinking about your ability ”X = 1.59.
3.7. Proposing a number of measures to prevent and intervene school
anxiety situation of high school students
Firstly, organize regular training and retraining to raise awareness about
school anxiety in schools.
Secondly, assess, collect information, regularly respond from students,
teachers, parents and other forces in the school to promptly detect cases of
worries. school literature.
Thirdly, building a contingent of good psychology and professional
psychologists to perform the role of psychological support in schools.
Fourthly, strengthening facilities, working conditions, and mechanisms
and policies for school psychology support staff to best implement their
professional roles in schools.
Fifth, using psychological therapies to help students express school


21

anxiety can overcome this situation. Specifically in this article, we use a
number of basic psychological support measures such as: cognitive adjustment
therapy; group psychotherapy; counseling for families; Relaxing therapy with
Meditation and Yoga.
3.8. Experimental results impact school anxiety problems in high
school students
After screening, we selected some typical high and relatively high scores
divided into 2 groups of 5 control groups (no impact) and 5 experimental
groups (operative motivated by psychological therapies).
3.8.1. The results of the assessment are based on the scale of school
anxiety before and after the experiment
Table 3.13: Results of assessment by the school's pre-and post-test

anxiety scales
Stt
T. Đ. D
N.H.H
N.T.T
T.O.L
H.L

Experimental group
preAfter the
experiment
experiment
58
30
64
34
83
45
60
33
62
31

Control group
Student 1st evaluation
St1
St2
St3
St4
St5

64
58
65
59
73

2nd evaluation
59
60
62
55
68

Diagram 2.2: Diagram of results after two measurements of two groups
(experimental and control).
We realized that because the students conducted the experiment were all
in the 11th grade, they were not the first grade, nor the final grade, but they
were not so much affected by the changing environment. New learning as well
as the pressure of the stress tests near by (National High School graduation
exam ...) should take the time and mind to the experimental process is
considered quite favorable. This proves that the experimental process is
effective for students. Experimental results show that the use of psychotherapy


22

(group therapy, cognitive therapy, parent counseling, relaxation therapy with
Zen and Yoga) has brought good results in employment. Reduce the level of
anxiety disorder in high school students

3.8.2. Abnormal manifestations before and after the experiment
Table 3.14: Abnormal manifestations before and after experimentation
Expressions abnormal
Stress
anxiety in
friends
relations
Demand for
achievement

Anxiety is
related to
selfexpression

Anxiety
related to test
situations

Anxiety does
not satisfy
the
expectations
of others

I haunted, afraid of being somebody in
the bully class
My classmates laugh when I play games

Preexperiment
Mea

SD
n
13

I am anxious and want my teacher to slow
down to understand my lesson
I find it difficult to strive for high scores
14,2
as desired by parents
I think the teacher or the bad guy with bad
friends
I feel nervous when discussing lessons
with my classmates
I often reflect on what my classmates
think when I stand up (or up the board)
answer the question
13,8
I am afraid of being "hometown"
(considered ridiculous)
I'm worried about how others will think
of themselves
I was worried when my teacher said I
would check on learning and understand
I am afraid to answer wrong or wrong test
in class
I fear that I will be poorly educated or
11,6
repetitive
When the teacher said the test for the
class, I was afraid I could not do it

I am afraid of the test, the test is worse
than you
I feel nervous when my teacher calls me
back in class
I was afraid to speak in front of class for
7,8
fear of being wrong
I was afraid my parents would scold or
bother me when I got bad grades

After the
experiment
Mea
SD
n

0,707

7,4

0,548

3,271

8,4

1,817

3,114

11,4 2,408

2,074

7,8

1,924

3,899

8,0

3,937


23
I feel the body tensed, unable to relax
I dreamed of being called and could not
answer the teacher's question
Ability to
I have trouble sleeping at night due to the
resist
stress of studying
11,8
physiological
I felt trembling, sweating when suddenly
stress
called to answer in front of the class
I feel indigestion, full of stomach due to
worry about learning

I always dreamed that you were angry
Anxiety is
when I did not understand the article
related to the
I think that the teacher has a bad aversion
relationship
9,0
to his classmates
with the
I feel scared to be penalized by my teacher
teacher
for failing to complete assignments on time
Total
n
p

146,2

2,168

10,0 0,707

4,301

5,8

2,683

15,23
92,2

8
5
0,002

5,26
3

The results of the experimental group analysis showed that the average
score in the abnormal manifestations after the experiment had a decrease
compared to the average score before experimenting the impact from 146.2 to
92.2. The standard deviation of each expression group also decreased
significantly after the experiment and the standard deviation of the total
decreased from 15,232 to 5,263.
The T-Test (Independent Samples test) comparison test shows that with
95% confidence of the Sig (2-tailed) 2-way observational differences, p = 0.002
<0.05, this There is a statistically significant difference in abnormal
manifestations of students before and after the experiment.
3.8.3. Factors affecting experimental results
3.8.4. Advantages and difficulties in the process of doing experiments
3.8.5. Analysis of specific cases
Summary of chapper 3
Percentage of high school students with anxiety disorder ranges from
15% to 21%. There were significant differences in school anxiety among men
and women; between inner city and suburban areas of Ho Chi Minh City; There
are differences between the blocks
Factors affecting schizophrenia in this subject are mainly the factors from
the study problem; factors come from the students themselves; the teacher's
behavioral relationships and factors from the parents' excessive or too low
expectations to the achievement of the children.
The consequences of anxiety disorder affect students such as: affect their