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Anxiety and Sources of Anxiety in Chinese Doctoral Students

Year 2019, Issue: 3, 640 - 650, 01.12.2019

Abstract

Anxiety has proved to be a complicated yet serious issue in learners at all educational levels. Thus, how to handle it becomes significant given the critical importance of education to both individuals and society, which justifies continuous research on it. The present study investigated anxiety and its sources in Chinese doctoral students. 322 students from various universities in China answered the Zung SelfRating Anxiety Scale, the Student Stress Inventory, the background questionnaire and two open-ended questions. Analyses of the data revealed the following main findings: 1 the respondents were largely anxious both physically and mentally and experienced high stress in various situations, 2 a series of causes was identified for student anxiety, and 3 student anxiety and stress were highly related to each other. Based on these findings, implications on how to reduce student anxiety are discussed

References

  • Ahmed, Z., & Julius, S. H. (2015). The relationship between depression, anxiety and stress among women college students. Indian Journal of Health and Wellbeing, 6(12), 1232-1234. Retrieved from http://www.iahrw.com/index.php/home/ journal_detail/19#lis
  • Berk, R. A (2000). Does humor in course tests reduce anxiety and improve performance? College Teaching, 48(4), 151-158. http://dx.doi.org/10.1080/87567550009595834
  • Boyd, N. S., Lewin, J. E., & Sager, J. K. (2009). A model of stress and coping and their influence on individual and organizational outcomes. Journal of Vocational Behavior, 75, 197-211. http:// dx.doi.org/10.1016/j.jvb.2009.03.010
  • Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni, Jr., A. J. (1995). A structural model of the dimensions of teacher Stress. British Journal of Educational Psychology, 65, 49-67. http://dx.doi. org/10.1111/j.2044-8279.1995.tb01130.x
  • Brown, G. L., & Zung, W. W. K. (1972). Depression scales: Self- or physician-rating? A validation of certain clinically observable phenomena. Comprehensive Psychiatry, 13(4), 361-367. https://doi.org/10.1016/0010-440X(72)90006-5
  • Buitink, J., & Kemme, S. (1986). Changes in student-teacher thinking. European Journal of Teacher Education, 9(1), 75-84. doi:10.1080/0261976860090109
  • Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268-274. http://dx.doi.org/10.1037/0022-0663.97.2.268
  • Cloninger, C. R., Pryzbeck, T. R., & Svrakic, D. M. (1991). The Tridimensional Personality Questionnaire: U.S. normative data. Psychological Reports, 69, 1047-1057. http://dx.doi. org/10.2466/pr0.1991.69.3.1047
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New Jersey: Lawrence Erlbaum Associates. Crozier, R. (2001). Shyness: Development, consolidation, and change. Chichester: John Wiley.
  • Desouky, D., & Allam, H. (2017). Occupational stress, anxiety and depression among Egyptian teachers. Journal of Epidemiology and Global Health, 7, 191-198. Doi:10.1016/j.jegh.2017.06.002
  • Dunn, K. (2014). Why wait? The influence of academic selfregulation, intrinsic motivation, and statistics anxiety on procrastination in online statistics. Innovative High Education, 39, 33-44. http://dx.doi.org/10.1007/s10755-013-9256-1
  • Eshel, Y., & Kadouch-Kowalsky, J. (2003). Professional possible selves, anxiety, and seniority as determinants of professional satisfaction of psychotherapists. Psychotherapy Research, 13, 429-442. http://dx.doi.org/10.1093/ptr/kpg042
  • Eysenck, M. W. (1992). Anxiety: The cognitive perspective. Hove, England: Erlbaum.
  • Fimian, M. J. (1984). The development of an instrument to measure occupational stress in teachers: The teacher stress inventory. Journal of Occupational Psychology, 57, 277-293. doi:10.1111/j.2044-8325.1984.tb00169.x
  • Folkman, S., & Lazarus, R. S. (1985). If it changes it must be a process: study of emotion and coping during three stages of a college examination. Journal of Personality and Social Psychology, 48, 150-170. http://dx.doi.org/10.1037/0022- 3514.48.1.150
  • Holmes, B., Waterbury, T., Baltrinic, E., & Davis, A. (2018). Angst about academic writing: Graduate students at the brink. Contemporary Issues in Education Research, 11(2), 67-72. http://dx.doi.org/10.19030/cier.v11i2.10149
  • Huang, Y. W. (2014). Taiwanese graduate students’ voices on language anxiety over writing academic papers. Journal of Language Teaching and Research, 5(6), 1219-1228. doi:10.4304/jltr.5.6.1219-1228
  • Hughes, E., K., & Gullone, E. (2008). Internalizing symptoms and disorders in families of adolescents: A review of family systems literature. Clinical Psychology Review, 28(1), 92-117. doi:10.1016/j.cpr.2007.04.002
  • James, H., & Perry, M. (1978). Assessing teacher stress: A beneficial task for the administrator. American Secondary Education, 8(4), 49-57. Retrieved from https://www.jstor.org/stable/41063244
  • Khoshlessan, R., & Das, K. P. (2017). Analyzing international students’ study anxiety in higher education. Journal of International Students, 7(2), 311-328. Retrieved from http:// dergipark.gov.tr/download/article-file/368927
  • Jungbluth, C., MacFarlane, I. M., McCarty-Veach, P. M., & LeRoy, B. S. (2011). Why is everyone so anxious? An exploration of stress and anxiety in genetic counseling graduate students. Journal of Genetic Counseling, 20, 270-286. http://dx.doi. org/10.1007/s10897-010-9348-3
  • Lindesay, J., Baillon, S., Brugha, T., Dennis, M., Stewart, R., Araya, R., & Meltzer, H. (2006). Worry content across the lifespan: an analysis of 16- to 74-year-old participants in the British National Psychiatric Survey 2000. Psychological Medicine, 36, 1625-1633. http://dx.doi.org/10.1017/S0033291706008439
  • Liu, M. (2016). Interrelations between foreign language listening anxiety and strategy use and their predicting effects on test performance of high- and low-proficient Chinese university EFL learners. Asian-Pacific Education Researcher, 25(4), 647- 655. http://dx.doi.org/10.1007/s40299-016-0294-1
  • Liu, M. (2018). Understanding Chinese middle school students’ anxiety in English speaking class. The Journal of Asia TEFL, 15(3), 721-734. Doi: 10.18823/asiatefl.2018.15.3.721
  • Macher, D., Paechter, M., Papousek, I., & Ruggeri, K. (2012). Statistics anxiety, trait anxiety, learning behavior, and academic performance. European Journal of Psychology of Education, 27(4), 483-498. http://dx.doi.org/10.1007/s10212-011-0090- 5
  • Ocak, G., & Ataseven, N. (2016). Relationship between Turkish graduate students’ research anxiety and uneasiness levels in information literacy. Journal of Higher Education and Science, 173, 364-372. doi: 10.5961/jhes.2016.173
  • Pan, W., & Tang, M. (2004). Examining the effectiveness of innovative instructional methods on reducing statistics anxiety for graduate students in the social sciences. Journal of Instructional Psychology, 31(2), 149-159.
  • Pekrun, R. (1984). An expectancy-value model of anxiety. In H. M. van der ploeg, R. Schwarzer, & C. D. Spielberger (Eds.), Advances in test anxiety research (vol. 3, pp. 63-72). N. J.: Lawrence Erlbaum Associates, Inc.
  • Pelton, J. A. (2014). Assessing graduate teacher training programs: Can a teaching seminar reduce anxiety and increase confidence? Teaching Sociology, 42(1), 40-49. http://dx.doi. org/10.1177/0092055X13500029
  • Ratanasiripong, P., Kaewboonchoo, O., Ratanasiripong, N., Hanklang, S., & Chumchai, P. (2015). Biofeedback intervention for stress, anxiety, and depression among graduate students in public health nursing. Nursing Research and Practice, 160746, 1-5. http://dx.doi.org/10.1155/2015/160746
  • Rueda, R., & Chen, C. B. (2005). Assessing motivational factors in foreign language learning: Cultural variation on key constructs. Educational Assessment, 10(3), 109-229. http://dx.doi. org/10.1207/s15326977ea1003_4
  • Russell, G., & Topham, P. (2012). The impact of social anxiety on student learning and well-being in higher education. Journal of Mental Health, 21(4), 375-85. http://dx.doi.org/10.3109/0 9638237.2012.694505
  • Stewart, S. M., Betson, C., Lam, T. H., Marshall, I., Lee, P. W. H., & Wong, C. M. (1997). Predicting stress in first year medical students: a longitudinal study. Medical Education, 31, 163- 168. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02560.x
  • Spielberger, C. D. (1972). Anxiety: Current trends in theory and research (vol. 1). New York: Academic Press.
  • Spielberger, C., Gorsuch, M. L., Lushene, R., Vagg, P. R., & Jacobs, G. A. (1983). Manual for the state-trait anxiety inventory for adults: Sampler set. Palo Alto, CA: Consulting Psychologists Press.
  • Vitasari, P., Wahab, A. M. N., Othman, A., & Awang, M. G. (2010). A research for identifying study anxiety sources among university students. International Education Studies, 3(2), 189- 196. http://dx.doi.org/10.5539/ies.v3n2p189
  • Welch, P. S., Jacks, M. E., Smiley, L. A., Walden, C. E., Clark, W. D., & Nguyen, C. A. (2015). A study of statistics anxiety levels of graduate dental hygiene students. The Journal of Dental Hygiene, 89(1), 46-54.
  • Williams A. (2010). Statistics anxiety and instructor immediacy. Journal of Statistics Education, 18(2), 1-18. http://dx.doi.org/1 0.1080/10691898.2010.11889495
  • Xiao, Y., & Wong, K. F. (2014). Exploring heritage language anxiety: A study of Chinese heritage language. The Modern Language Journal, 98(2), 589-611. http://dx.doi.org/10.1111/ modl.12085
  • Yusufov, M., Nicoloro-SantaBarbara, J., Grey, N. E., Moyer, A., & Lobel, M. (2019). Meta-analytic evaluation of stress reduction interventions for undergraduate and graduate students. International Journal of Stress Management, 26(2), 132-145. http://dx.doi.org/10.1037/str0000099
  • Zung, W. K. (1971). A rating instrument for anxiety disorders. Psychosomatics, 12, 371-379. doi: 10.1016/S0033- 3182(71)71479-0

Çinli Doktora Öğrencilerinde Anksiyete ve Anksiyete Kaynakları

Year 2019, Issue: 3, 640 - 650, 01.12.2019

Abstract

Anksiyete’nin, tüm eğitim seviyelerinde öğrenenler için karmaşık, ama ciddi bir sorun olduğu kanıtlanmıştır. Bundan dolayı, bununla nasıl başa çıkılacağı konusunda bireylere ve topluma verilecek eğitimin üzerinde durulması önemli olmaktadır. Bu çalışmada Çinli doktora öğrencilerinde anksiyete ve anksiyete kaynakları incelenmiştir. Çin’deki çeşitli üniversitelerden 322 öğrenci Zung Öz Değerlendirme Anksiyete Ölçeğini, Öğrenci Stres Envanteri, arka plan anketini ve iki açık uçlu soruyu yanıtlamıştır. Verilerin analizleri şu temel bulguları ortaya çıkarmıştır: 1 Katılımcılar hem fiziksel, hem de mental olarak büyük ölçüde anksiyeteli ve çeşitli durumlarda yüksek strese sahiplerdi, 2 öğrenci anksiyetesi için bir dizi neden tespit edildi ve 3 öğrenci anksiyetesi ve stres birbirleriyle oldukça ilişkiliydi. Bu bulgulara dayanarak, öğrenci anksiyetesinin nasıl azaltılacağına dair öneriler tartışılmıştır

References

  • Ahmed, Z., & Julius, S. H. (2015). The relationship between depression, anxiety and stress among women college students. Indian Journal of Health and Wellbeing, 6(12), 1232-1234. Retrieved from http://www.iahrw.com/index.php/home/ journal_detail/19#lis
  • Berk, R. A (2000). Does humor in course tests reduce anxiety and improve performance? College Teaching, 48(4), 151-158. http://dx.doi.org/10.1080/87567550009595834
  • Boyd, N. S., Lewin, J. E., & Sager, J. K. (2009). A model of stress and coping and their influence on individual and organizational outcomes. Journal of Vocational Behavior, 75, 197-211. http:// dx.doi.org/10.1016/j.jvb.2009.03.010
  • Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni, Jr., A. J. (1995). A structural model of the dimensions of teacher Stress. British Journal of Educational Psychology, 65, 49-67. http://dx.doi. org/10.1111/j.2044-8279.1995.tb01130.x
  • Brown, G. L., & Zung, W. W. K. (1972). Depression scales: Self- or physician-rating? A validation of certain clinically observable phenomena. Comprehensive Psychiatry, 13(4), 361-367. https://doi.org/10.1016/0010-440X(72)90006-5
  • Buitink, J., & Kemme, S. (1986). Changes in student-teacher thinking. European Journal of Teacher Education, 9(1), 75-84. doi:10.1080/0261976860090109
  • Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268-274. http://dx.doi.org/10.1037/0022-0663.97.2.268
  • Cloninger, C. R., Pryzbeck, T. R., & Svrakic, D. M. (1991). The Tridimensional Personality Questionnaire: U.S. normative data. Psychological Reports, 69, 1047-1057. http://dx.doi. org/10.2466/pr0.1991.69.3.1047
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New Jersey: Lawrence Erlbaum Associates. Crozier, R. (2001). Shyness: Development, consolidation, and change. Chichester: John Wiley.
  • Desouky, D., & Allam, H. (2017). Occupational stress, anxiety and depression among Egyptian teachers. Journal of Epidemiology and Global Health, 7, 191-198. Doi:10.1016/j.jegh.2017.06.002
  • Dunn, K. (2014). Why wait? The influence of academic selfregulation, intrinsic motivation, and statistics anxiety on procrastination in online statistics. Innovative High Education, 39, 33-44. http://dx.doi.org/10.1007/s10755-013-9256-1
  • Eshel, Y., & Kadouch-Kowalsky, J. (2003). Professional possible selves, anxiety, and seniority as determinants of professional satisfaction of psychotherapists. Psychotherapy Research, 13, 429-442. http://dx.doi.org/10.1093/ptr/kpg042
  • Eysenck, M. W. (1992). Anxiety: The cognitive perspective. Hove, England: Erlbaum.
  • Fimian, M. J. (1984). The development of an instrument to measure occupational stress in teachers: The teacher stress inventory. Journal of Occupational Psychology, 57, 277-293. doi:10.1111/j.2044-8325.1984.tb00169.x
  • Folkman, S., & Lazarus, R. S. (1985). If it changes it must be a process: study of emotion and coping during three stages of a college examination. Journal of Personality and Social Psychology, 48, 150-170. http://dx.doi.org/10.1037/0022- 3514.48.1.150
  • Holmes, B., Waterbury, T., Baltrinic, E., & Davis, A. (2018). Angst about academic writing: Graduate students at the brink. Contemporary Issues in Education Research, 11(2), 67-72. http://dx.doi.org/10.19030/cier.v11i2.10149
  • Huang, Y. W. (2014). Taiwanese graduate students’ voices on language anxiety over writing academic papers. Journal of Language Teaching and Research, 5(6), 1219-1228. doi:10.4304/jltr.5.6.1219-1228
  • Hughes, E., K., & Gullone, E. (2008). Internalizing symptoms and disorders in families of adolescents: A review of family systems literature. Clinical Psychology Review, 28(1), 92-117. doi:10.1016/j.cpr.2007.04.002
  • James, H., & Perry, M. (1978). Assessing teacher stress: A beneficial task for the administrator. American Secondary Education, 8(4), 49-57. Retrieved from https://www.jstor.org/stable/41063244
  • Khoshlessan, R., & Das, K. P. (2017). Analyzing international students’ study anxiety in higher education. Journal of International Students, 7(2), 311-328. Retrieved from http:// dergipark.gov.tr/download/article-file/368927
  • Jungbluth, C., MacFarlane, I. M., McCarty-Veach, P. M., & LeRoy, B. S. (2011). Why is everyone so anxious? An exploration of stress and anxiety in genetic counseling graduate students. Journal of Genetic Counseling, 20, 270-286. http://dx.doi. org/10.1007/s10897-010-9348-3
  • Lindesay, J., Baillon, S., Brugha, T., Dennis, M., Stewart, R., Araya, R., & Meltzer, H. (2006). Worry content across the lifespan: an analysis of 16- to 74-year-old participants in the British National Psychiatric Survey 2000. Psychological Medicine, 36, 1625-1633. http://dx.doi.org/10.1017/S0033291706008439
  • Liu, M. (2016). Interrelations between foreign language listening anxiety and strategy use and their predicting effects on test performance of high- and low-proficient Chinese university EFL learners. Asian-Pacific Education Researcher, 25(4), 647- 655. http://dx.doi.org/10.1007/s40299-016-0294-1
  • Liu, M. (2018). Understanding Chinese middle school students’ anxiety in English speaking class. The Journal of Asia TEFL, 15(3), 721-734. Doi: 10.18823/asiatefl.2018.15.3.721
  • Macher, D., Paechter, M., Papousek, I., & Ruggeri, K. (2012). Statistics anxiety, trait anxiety, learning behavior, and academic performance. European Journal of Psychology of Education, 27(4), 483-498. http://dx.doi.org/10.1007/s10212-011-0090- 5
  • Ocak, G., & Ataseven, N. (2016). Relationship between Turkish graduate students’ research anxiety and uneasiness levels in information literacy. Journal of Higher Education and Science, 173, 364-372. doi: 10.5961/jhes.2016.173
  • Pan, W., & Tang, M. (2004). Examining the effectiveness of innovative instructional methods on reducing statistics anxiety for graduate students in the social sciences. Journal of Instructional Psychology, 31(2), 149-159.
  • Pekrun, R. (1984). An expectancy-value model of anxiety. In H. M. van der ploeg, R. Schwarzer, & C. D. Spielberger (Eds.), Advances in test anxiety research (vol. 3, pp. 63-72). N. J.: Lawrence Erlbaum Associates, Inc.
  • Pelton, J. A. (2014). Assessing graduate teacher training programs: Can a teaching seminar reduce anxiety and increase confidence? Teaching Sociology, 42(1), 40-49. http://dx.doi. org/10.1177/0092055X13500029
  • Ratanasiripong, P., Kaewboonchoo, O., Ratanasiripong, N., Hanklang, S., & Chumchai, P. (2015). Biofeedback intervention for stress, anxiety, and depression among graduate students in public health nursing. Nursing Research and Practice, 160746, 1-5. http://dx.doi.org/10.1155/2015/160746
  • Rueda, R., & Chen, C. B. (2005). Assessing motivational factors in foreign language learning: Cultural variation on key constructs. Educational Assessment, 10(3), 109-229. http://dx.doi. org/10.1207/s15326977ea1003_4
  • Russell, G., & Topham, P. (2012). The impact of social anxiety on student learning and well-being in higher education. Journal of Mental Health, 21(4), 375-85. http://dx.doi.org/10.3109/0 9638237.2012.694505
  • Stewart, S. M., Betson, C., Lam, T. H., Marshall, I., Lee, P. W. H., & Wong, C. M. (1997). Predicting stress in first year medical students: a longitudinal study. Medical Education, 31, 163- 168. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02560.x
  • Spielberger, C. D. (1972). Anxiety: Current trends in theory and research (vol. 1). New York: Academic Press.
  • Spielberger, C., Gorsuch, M. L., Lushene, R., Vagg, P. R., & Jacobs, G. A. (1983). Manual for the state-trait anxiety inventory for adults: Sampler set. Palo Alto, CA: Consulting Psychologists Press.
  • Vitasari, P., Wahab, A. M. N., Othman, A., & Awang, M. G. (2010). A research for identifying study anxiety sources among university students. International Education Studies, 3(2), 189- 196. http://dx.doi.org/10.5539/ies.v3n2p189
  • Welch, P. S., Jacks, M. E., Smiley, L. A., Walden, C. E., Clark, W. D., & Nguyen, C. A. (2015). A study of statistics anxiety levels of graduate dental hygiene students. The Journal of Dental Hygiene, 89(1), 46-54.
  • Williams A. (2010). Statistics anxiety and instructor immediacy. Journal of Statistics Education, 18(2), 1-18. http://dx.doi.org/1 0.1080/10691898.2010.11889495
  • Xiao, Y., & Wong, K. F. (2014). Exploring heritage language anxiety: A study of Chinese heritage language. The Modern Language Journal, 98(2), 589-611. http://dx.doi.org/10.1111/ modl.12085
  • Yusufov, M., Nicoloro-SantaBarbara, J., Grey, N. E., Moyer, A., & Lobel, M. (2019). Meta-analytic evaluation of stress reduction interventions for undergraduate and graduate students. International Journal of Stress Management, 26(2), 132-145. http://dx.doi.org/10.1037/str0000099
  • Zung, W. K. (1971). A rating instrument for anxiety disorders. Psychosomatics, 12, 371-379. doi: 10.1016/S0033- 3182(71)71479-0
There are 41 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Meihua Lıu This is me

Almire Ablız This is me

Publication Date December 1, 2019
Published in Issue Year 2019 Issue: 3

Cite

APA Lıu, M., & Ablız, A. (2019). Anxiety and Sources of Anxiety in Chinese Doctoral Students. Yükseköğretim Ve Bilim Dergisi(3), 640-650.
AMA Lıu M, Ablız A. Anxiety and Sources of Anxiety in Chinese Doctoral Students. J Higher Edu Sci. December 2019;(3):640-650.
Chicago Lıu, Meihua, and Almire Ablız. “Anxiety and Sources of Anxiety in Chinese Doctoral Students”. Yükseköğretim Ve Bilim Dergisi, no. 3 (December 2019): 640-50.
EndNote Lıu M, Ablız A (December 1, 2019) Anxiety and Sources of Anxiety in Chinese Doctoral Students. Yükseköğretim ve Bilim Dergisi 3 640–650.
IEEE M. Lıu and A. Ablız, “Anxiety and Sources of Anxiety in Chinese Doctoral Students”, J Higher Edu Sci, no. 3, pp. 640–650, December 2019.
ISNAD Lıu, Meihua - Ablız, Almire. “Anxiety and Sources of Anxiety in Chinese Doctoral Students”. Yükseköğretim ve Bilim Dergisi 3 (December 2019), 640-650.
JAMA Lıu M, Ablız A. Anxiety and Sources of Anxiety in Chinese Doctoral Students. J Higher Edu Sci. 2019;:640–650.
MLA Lıu, Meihua and Almire Ablız. “Anxiety and Sources of Anxiety in Chinese Doctoral Students”. Yükseköğretim Ve Bilim Dergisi, no. 3, 2019, pp. 640-5.
Vancouver Lıu M, Ablız A. Anxiety and Sources of Anxiety in Chinese Doctoral Students. J Higher Edu Sci. 2019(3):640-5.