Academic Anxiety of Vietnamese Secondary School Students as a Reason for Applying Online Learning
Bibliographic record
Abstract
Academic anxiety is one of the major problems in student psychology across the world. It applies equally to students of all ages, from elementary school to college and university students. Research shows that learning online is an effective way to defuse feelings of academic anxiety. Elimination of anxiety is clearly visible regardless of age, gender, or prior online learning experience. The study aims to identify academic anxiety as one of the most important reasons for moving to online learning or blended learning in secondary school. The study investigated academic anxiety among secondary school students in Vietnam. After surveying 677 students in classroom learning, the results showed that 13.7% of secondary students suffered from frequent anxiety, and 3.0% of them suffered from very frequent anxiety. Lower anxiety was observed among students actively participated in-class activities, and students with excellent academic performance. These factors can be optimally enhanced through blended and online learning. There were no differences in academic anxiety among male and female students, urban and rural students. There was a moderate correlation between a student's anxiety level and pressure of the school, parental expectations, students' motivation for high performance, and especially, among students who have the melancholic temperament. And the influence of these negative factors can also be optimally reduced with the help of online learning. Regression model could provide useful suggestions for parents, teachers and students in reducing academic anxiety for students, including the use of full or blended online learning.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".