Factors Causing Academic Anxiety in Students With Special Needs

Abstract

This study aimed to determine the factors that affect the academic anxiety of students with special needs at the Faculty of Teacher Training and Education at Universitas PGRI Yogyakarta. Qualitative research methods were used. 9 students with special needs participated, including lecturers of guidance and counseling and lecturers of special education. According to the findings, the factors causing academic anxiety in students with special needs came from themselves (personally), from the surrounding environment, and in the learning process, especially in doing assignments given by the lecturer, and due to the final results/grades.


Keywords: academic anxiety, students with special needs, students

References
[1] T. Sumiati, N.W.A. Majid, C. Motilal, and D. Indrian, “Indigenous Wisdom and Technology-Enabled Learning: Efforts to Prepare LPTK Graduates for the 21st Century.,” In: Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). pp. 1313–1320. Atlantis Press, Paris, France (2020)

[2] Lawyer G. The dangers of separating social justice from multicultural education: Applications in higher education. International Journal of Multicultural Education. 2018;20(1):86-101.

[3] Aithal PS, Aithal S. An innovative education model to realize ideal education system. International Journal of Scientific Research and Management (IJSRM). 2015;3(3):2464-9.

[4] J.Y. Neoh, “Neoliberal education? Comparing character and citizenship education in Singapore and civics and citizenship education in Australia.,” Journal of Social Science Education. vol. 16, no. 3, pp. 28–38, 2017

[5] R.A. Rahma, S. Wahyuni, K.M. Raharjo, and R. Apriani, “Informal Education Analysis Program through Family Environment and Alternative Care for Children.,” In: Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). pp. 782–789. Atlantis Press, Paris, France (2019)

[6] Kurth JA, Lyon KJ, Shogren KA. Supporting students with severe disabilities in inclusive schools: A descriptive account from schools implementing inclusive practices. Research and Practice for Persons with Severe Disabilities. 2015;40(4):261- 274. https://doi.org/10.1177/1540796915594160

[7] L. Kendall, “Higher education and disability: Exploring student experiences.,” Cogent Education. vol. 3, no. 1, pp. 1–12, 2016

[8] Byrd DR, Alexander M. Investigating special education teachers’ knowledge and skills: Preparing general teacher preparation for professional development. Journal of Pedagogical Research. 2020;4(2):72-82. https://doi.org/10.33902/jpr.2020059790

[9] Tindal G, Anderson D. Changes in status and performance over time for students with specific learning disabilities. Learning Disability Quarterly. 2019;42(1):3-16. https://doi.org/10.1177/0731948718806660

[10] Kondur O, Koturbash N, Mykhaylyshyn G. The role of student self-government in ensuring the quality of higher education. Journal of Vasyl Stefanyk Precarpathian National University. 2021;8(1):65-71. https://doi.org/10.15330/jpnu.8.1.65-71

[11] M. Rassaby, C. Cassiello-Robbins, and S. Sauer-Zavala, “When perfect is never good enough: The predictive role of discrepancy on anxiety, time spent on academic tasks, and psychological well-being in university students.,” Personality and Individual Differences. vol. 168, no. January, pp. 1–20, 2021.

[12] S. Mishra, “Social networks, social capital, social support and academic success in higher education: A systematic review with a special focus on ‘underrepresented’ students,.” Educational Research Review. vol. 29, no. February, pp. 1–15, 2020

[13] J. Rodríguez-Arce, L. Lara-Flores, O. Portillo-Rodríguez, and R. Martínez-Méndez, “Towards an anxiety and stress recognition system for academic environments based on physiological features.,” Computer Methods and Programs in Biomedicine. vol. 190, no. July, pp. 1–15, 2020.

[14] Rawat S. Effect of parental expectations on academic anxiety of high school students. Research Review Journals. 2009;3085(2):740–743.

[15] Wahyuni DW, Oktavia WO, Marlina LM. Writing anxiety among Indonesian EFL college students: Levels, causes, and coping strategies. Lingua Cultura. 2019;13(1):67- 74. https://doi.org/10.21512/lc.v13i1.5239

[16] S. Mirawdali, H. Morrissey, and P. Ball, “Academic anxiety and its effects on academic performance.,” International Journal of Current Research. vol. 10, no. 6, pp. 70017– 70026, 2018.

[17] P. Vitasari, M.N. Abdul Wahab, A. Othman, and M.G. Awang, “The use of Study Anxiety Intervention in Reducing Anxiety to Improve Academic Performance among University Students.,” International Journal of Psychological Studies. vol. 2, no. 1, pp. 89–95, 2010

[18] Mahadevan S, Halankar P. A comparative study of pre-competitive anxiety level between male and female intercollegiate baseball players of Goa. International Journal of Research Pedagogy and Technology in Education and Movement Sciences. 2021;10(2):1-7. https://doi.org/10.21474/ijar01/11972

[19] E. Wilany and D.S. Dewi, “THE EFFECT OF ACADEMIC SELF MANAGEMENT AND READING ANXIETY TO STUDENTS’ READING COMPREHENSION IN EFL CLASSROOM,.” JURNAL DIMENSI. vol. 6, no. 3, pp. 421–433, 2017

[20] Kifli I, Sunawan S, Jafar M. Cognitive behavior group counseling to reduce academic anxiety. Jurnal Bimbingan Konseling. 2019;8(2):119-124.

[21] N. Shahzadi and M. Arshad, “PERFORMANCE ANXIETY AND SLEEP PROBLEMS AS PREDICTORS OF ACADEMIC ACHIEVEMENT.,” International Journal of Research -GRANTHAALAYAH. vol. 5, no. 7, pp. 399–407, 2017

[22] G. Stankovska, D. Dimitrovski, S. Angelkoska, Z. Ibraimi, and V. Uka, “Emotional Intelligence, Test Anxiety and Academic Stress among University Students.,” In: XVI BCES Annual International Conference. pp. 157–164. Bulgarian Comparative Education Society, Bulgaria (2018).