Anxiety
Influenced by basic beliefs (perceptions, learnings, past experiences…) that we perceive as a threat to our personality, whose cause and source are unknown; It is an emotional state that occurs with psychological, physical and behavioral symptoms. It is not the event itself that is fundamentally disturbing; its meaning for us.
Anxiety is considered one of the basic human emotions. Everyone experiences some level of anxiety. We may experience nervousness and restlessness while preparing for exams, before speaking in public, or when we enter a new environment.
According to research, anxiety at a certain level is motivating. It can be supportive in activating learning power, regulating work habits, communicating positively with the environment, learning new information and developing time-efficient skills.
Fear and anxiety are mixed emotions. Fear is our emotional response to a known physical threat. The cause and source of anxiety is unknown.
Symptoms of Anxiety
Physiological symptoms
Sweating
acceleration in heartbeat
Nausea
excessive sleep or insomnia
Anorexia
Bowel movements (diarrhea, constipation)
Shortness of breath
concentration disorder
Change in eating habits
signs of fatigue
psychological symptoms
Feeling of losing control
Insecurity
Anxiety
Unrest
introversion
Anger
Anger
Horror
Hopelessness
Frustration
Guilt
Unhappiness
Behavioral symptoms
Excessive activity or slowness of movement
Avoidance
Withdrawal from daily activities
inability to use time
Increasing risk behaviors
exam anxiety,
Can prevent the effective use of information during the exam,
Consisting of physical, emotional, behavioral and mental elements,
Undesirable and disturbing to the person,
It can negatively affect motivation,
It can be defined as an emotional state that can lead to a decrease in success.
MANAGING EXAM ANXIETY AND HELPING CHILDREN
children;
- Not forgetting the characteristics of the developmental period,
- Meeting their physiological needs (nutrition, sleep, etc.),
- Preparing a suitable environment for them to study,
- Being observant and supportive about course work,
- Providing the necessary cooperation in the subjects that they need help with the lessons,
- Giving age-appropriate responsibilities
- Being supportive in choosing a field/profession within the framework of their interests and abilities,
- Providing an opportunity to set goals,
- Giving them the opportunity to accept and share their feelings,
- Not comparing with other people,
- Giving them time to rest and other activities (cinema, sports, theatre, etc.),
- Exam is not the only agenda spoken at home,
- Evaluating the test results with a realistic eye and not using expressions that will offend the child,
- of the family;
- Recognizing their own concerns and getting support,
- Showing love to their children all the time, not just when they are successful.
- Accepting them as a whole with all their features,
- Being aware of both himself and the child’s feelings and thoughts,
- Accepting that their own needs and the needs of their children are different in the process of preparing for the exam,
- Avoiding excessive sacrifices, not reminding the child of these, and not giving up on his own life,
- Not reflecting their worries about the future to their children,
- Being interested in what they are doing today to help their child,
- Paying attention to the messages given by body language and tone of voice
- Being realistic in your expectations from your child
- Establishing a realistic balance between the child’s unrealized dreams and the child’s limits.
- Not to resort to intimidation, threats and punishment in case their wishes are not fulfilled,
- Not showing the child to go to another school or a different option as punishment,
- Recognizing and appreciating the effort of the child.
