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Hernández-Pozo, M. del R., Ramírez-Guerrero, N., López-Cárdenas, S. V., & Macías-Martínez, D. (2015). Relatioship between anxiety and probability of academic failure for middle school students. Psychologia, 9(1), 45–57. https://doi.org/10.21500/19002386.992
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Abstract
The purpose of this research was to explore the relationship between the academic qualifications of students with their tendency to experience
emotional anxiety behaviors towards the school setting by means of a transversal descriptive study. Additionally, the association of these two
variables with the likelihood of school failure was investigated. 385 junior high school students participated aspiring to enter a public senior
high school. Academic performance was assessed based from the average grades at junior high school as well as from an admission exam. The
probability of dropout was assessed by a self-reported questionnaire (Hernández-Pozo, 2005). Additionally a computerized task was used
based on the emotional version of the Stroop paradigm to measure the tendency for school anxiety (Hernández-Pozo, Macías-Martínez, &
Torres-Chávez, 2004). Results showed that students with the highest marks in the admission test, with better high school average or lower risk
of dropout differed from their counterparts in terms of indices of the Stroop interference test. It is concluded that the emotional Stroop test
is an instrument that reflects orderly risk to dropout and academic profile of applicants to senior high school.
emotional anxiety behaviors towards the school setting by means of a transversal descriptive study. Additionally, the association of these two
variables with the likelihood of school failure was investigated. 385 junior high school students participated aspiring to enter a public senior
high school. Academic performance was assessed based from the average grades at junior high school as well as from an admission exam. The
probability of dropout was assessed by a self-reported questionnaire (Hernández-Pozo, 2005). Additionally a computerized task was used
based on the emotional version of the Stroop paradigm to measure the tendency for school anxiety (Hernández-Pozo, Macías-Martínez, &
Torres-Chávez, 2004). Results showed that students with the highest marks in the admission test, with better high school average or lower risk
of dropout differed from their counterparts in terms of indices of the Stroop interference test. It is concluded that the emotional Stroop test
is an instrument that reflects orderly risk to dropout and academic profile of applicants to senior high school.
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