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All Journal Journal of Early Childhood Education Research
Windy Wulandari Iman Utama
Universitas PGRI Yogyakarta,
Arts Decision Sciences, Operations Research & Management Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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The Role of Mental Models in Addressing Academic Anxiety in Children Novianti Retno Utami; Windy Wulandari Iman Utama
Journal of Early Childhood Education Research Vol. 1 No. 1 (2025): Journal of Early Childhood Education Research
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/jecer.v1i1.344

Abstract

This article explores the relationship between trait anxiety and academic achievement in children, highlighting the role of psychological factors in educational outcomes. Research using the State-Trait Anxiety Inventory for Children (STAI-C) and the Behavior Rating Inventory of Executive Function (BRIEF) suggests that high trait anxiety is associated with lower executive function skills, which negatively impact academic achievement. Trait anxiety impairs children’s ability to plan, organize, and control impulses—all important aspects of academic success. Studies have also shown that children with anxiety are more likely to have difficulty organizing tasks, procrastinate, and experience lower academic performance. The relationship between academic stress and anxiety symptoms has been found to be positive, with higher levels of stress associated with more intense anxiety. Intervention programs such as Skills for Academic and Social Success (SASS) and holistic stress management programs have been shown to be effective in reducing social anxiety and improving academic achievement. Additionally, emotional intelligence training has been shown to be beneficial in managing academic stress. Overall, interventions targeting executive function, social skills, and emotional intelligence are important for reducing academic anxiety and improving educational outcomes in children.
Co-Authors Utami, Novianti Retno