<![CDATA[Elementary students often experience anxiety in Science (IPAS) and Mathematics, which is not merely a cognitive deficit but a product of complex social interactions in the classroom, school, and family. This study aims to sociologically analyze the forms, sources, and dynamics of student anxiety in learning these subjects. Employing a descriptive qualitative approach with mixed-methods elements, data were collected through passive observation, semi-structured interviews with students, teachers, and parents, questionnaires, and document analysis in two elementary schools. Data were analyzed using the Miles and Huberman interactive model. The findings reveal that anxiety manifests as avoidance behavior, heavily influenced by assessment practices perceived as threats rather than formative feedback. Furthermore, teacher-centered, monotonous teaching styles exacerbate this anxiety, whereas student-centered models like Problem-Based Learning and the integration of Social and Emotional Learning significantly reduce it. Family dynamics and peer support also play crucial roles as either stressors or protective buffers. Consequently, transforming assessment paradigms and fostering collaborative school-family ecosystems are essential to mitigate academic anxiety.]]>
Copyrights © 2026
