Phillips method of school anxiety processing. Interpretation of the results of the study of negative emotions of younger schoolchildren in connection with educational activities. Test procedure

The purpose of the methodology (questionnaire) is to study the level and nature of anxiety associated with school in children of primary and secondary school age.

The test consists of 58 questions that can be read to schoolchildren, or they can be offered in writing. Each question must be answered with a clear “Yes” or “No”.

Instruction: “Guys, now you will be offered a questionnaire, which consists of questions about how you feel at school. Try to answer sincerely and truthfully, there are no right or wrong, good or bad answers. Don't think too long about the questions.

When answering a question, write down its number and the answer "+" if you agree with it, or "-" if you do not agree.

Processing and interpretation of results.

When processing the results, questions are identified; the answers to which do not match the test key. For example, the child answered “Yes” to the 58th question, while in the key this question corresponds to “-”, that is, the answer is “no”. Answers that do not match the key are manifestations of anxiety. Processing counts:

1. The total number of discrepancies throughout the text. If it is more than 50%, we can talk about increased anxiety of the child, if more than 75% of total number test questions - about high anxiety.

2. The number of matches for each of the 8 anxiety factors highlighted in the text. The level of anxiety is determined in the same way as in the first case. The general internal emotional state of the student is analyzed, which is largely determined by the presence of certain anxiety syndromes (factors) and their number.

Factors	number of questions
1. General anxiety at school	2, 3, 7, 12, 16, 21, 23, 26, 28, 46, 47, 48, 49, 50, 51, 52, 53. 54. 55, 56, 57, 58; sum = 22
2. Experience social stress	5. 10, 15. 20, 24. 30, 33, 36. 39, 42, 44 sum = 11
3. Frustration of the need to achieve success	1. 3, 6. 11. 17. 19, 25, 29, 32, 35, 38, 41, 43; sum = 13
4. Fear of self-expression	27, 31, 34, 37, 40, 45; sum = 6
5. Fear of a situation of knowledge testing	2, 7, 12, 16, 21, 26; sum = 6
6. Fear of not meeting the expectations of others	3,8,13,17.22; sum = 5
7. Low physiological resistance to stress	9.14.18.23.28; sum = 5
8. Problems and fears in relationships with teachers	2,6,11,32.35.41.44.47; sum = 8

KEY TO QUESTIONS

1 —	7-	13-	19-	25 +	31 —	37-	43 +	49-	55-
2 _	8-	14-	20 +	26-	32-	38 +	44 +	50-	56-
3-	9-	15-	21 —	27-	33-	39 +	45-	51 —	57-
4-	10-	16-	22 +	28-	34-	40-	46-	52-	58-
5-	11 +	17-	23-	29-	35 +	41 +	47-	53-
6-	12-	18-	24 +	30 +	36 +	42 —	48-	54-

results

1) The number of sign mismatches (“+” - yes, “-” - no) for each factor (absolute number of mismatches in percent:< 50 %; >50% and 75%).

for each respondent.

2) Representation of these data in the form of individual diagrams.

3) The number of mismatches for each dimension for the entire class; absolute value -< 50 %; >50% and 75%.

4) Representation of this data in the form of a diagram.

5) The number of students who have mismatches for a certain factor of 50% and 75% (for all factors).

6) Presentation of comparative results for repeated measurements.

7) Full information about each student (according to test results).

General anxiety at school is the general emotional state of the child associated with various forms its inclusion in the life of the school.

Experiences of social stress - the emotional state of the child, against which his social contacts develop (primarily with peers).

Frustration of the need to achieve success is an unfavorable mental background that does not allow the child to develop his needs for success, achieving a high result, etc.

Fear of self-expression - negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one's capabilities.

Fear of a situation of checking knowledge - a negative attitude and experience of anxiety in situations of checking (especially public) knowledge, achievements, opportunities.

Fear of not meeting the expectations of others - focus on the significance of others in assessing their results, actions, and thoughts, anxiety about the assessments given to others, the expectation of negative assessments.

Low physiological resistance to stress - features of the psychophysiological organization that reduce the child's adaptability to situations of a stressful nature, increase the likelihood of an inadequate, destructive response to an alarming environmental factor.

Problems and fears in relations with teachers are a general negative emotional background of relations with adults at school, which reduces the success of a child's education.

Form

“+”

“–”

Questionnaire text.

Do you find it difficult to keep up with the whole class?
Do you get nervous when the teacher says he is going to test your knowledge of the material?
Do you find it difficult to work in the classroom the way the teacher wants?
Do you sometimes dream that the teacher is furious because you don't know the lesson?
Has anyone in your class ever hit or hit you?
Do you often wish your teacher would take your time explaining new material until you understand what he is saying?
Are you very anxious when answering or completing a task?
Does it happen to you that you are afraid to speak up in class because you are afraid of making a stupid mistake?
Do your knees tremble when you are called to answer?
Do your classmates often laugh at you when you play different games?
Do you ever get a lower grade than you expected?
Do you worry about the question of whether you will be left for the second year?
Do you try to avoid games where choices are made because you are usually not chosen?
Do you sometimes tremble all over when called to answer?
Do you often get the feeling that none of your classmates want to do what you want?
Do you get very nervous before starting a task?
Is it hard for you to get the grades your parents expect from you?
Are you afraid at times that you will feel sick in class?
Will your classmates laugh at you, will you make a mistake when answering?
Are you like your classmates?
After completing a task, do you worry about how well you did it?
When you work in class, are you sure that you will remember everything well?
Do you sometimes dream that you are at school and cannot answer the teacher's question?
Is it true that most guys are friendly to you?
Do you work harder if you know that your work will be compared in class with your classmates?
Do you often wish you were less anxious when asked questions?
Are you afraid to get into an argument at times?
Do you feel that your heart starts to beat hard when the teacher says that he is going to test your readiness for the lesson?
When you get good grades, do any of your friends think you want to curry favor?
Do you feel good with those of your classmates whom the guys treat with special attention?
Does it happen that some guys in the class say something that hurts you?
Do you think that those students who do not cope with their studies lose their disposition?
Does it seem like most of your classmates don't pay attention to you?
Are you often afraid to look ridiculous?
Are you satisfied with the way teachers treat you?
Does your mother help in organizing evenings, like other mothers of your classmates?
Have you ever worried about what others think of you?
Do you hope to study better in the future than before?
Do you think that you dress for school as well as your classmates?
When answering a lesson, do you often think about what other people think about you at that time?
Do bright students have any special rights that other children in the class do not have?
Do some of your classmates get angry when you manage to be better than them?
Are you satisfied with the way your classmates treat you?
Do you feel good when you are alone with a teacher?
Do your classmates sometimes make fun of your appearance and behavior?
Do you think you're more worried about your school stuff than other kids?
If you can't answer when asked, do you feel like you're about to cry?
When you lie in bed at night, do you sometimes worry about what will happen at school tomorrow?
Working on difficult task Do you sometimes feel that you have completely forgotten things that you knew well before?
Does your hand tremble slightly when you are working on a task?
Do you feel nervous when the teacher says he is going to give the class an assignment?
Does testing your knowledge at school scare you?
When the teacher says that he is going to give the class an assignment, do you feel afraid that you won't be able to do it?
Have you ever dreamed that your classmates can do things that you can't?
When the teacher explains the material, do you think that your classmates understand it better than you?
Do you worry on your way to school what the teacher might give to the class verification work?
When you complete a task, do you usually feel that you are doing it poorly?
Does your hand tremble slightly when the teacher asks you to do an assignment on the blackboard in front of the whole class?

Phillips School Anxiety Test

Test school anxiety Phillips (Almanac psychological tests, 1995) allows you to study in detail the level and nature of school-related anxiety in children of primary and secondary school age, to assess the emotional characteristics of the child's relationship with peers and teachers.

The indicators of this test give an idea of both general anxiety - the emotional state of the child associated with various forms of his inclusion in the life of the school, and private types of manifestations of school anxiety.

The test consists of 58 questions that can be read to schoolchildren or offered in writing. Each question must be answered unequivocally: “yes” or “no”.

Instruction

“Guys, now you will be offered a questionnaire, which consists of questions about how you feel at school. Try to answer sincerely and truthfully, there can be no right or wrong, good or bad answers. Don't think too long about the questions.

On the answer sheet at the top, write down your first name, last name, and class. When answering a question, write down its number and the answer: "+" if you agree with it, or "-" if you do not agree.

Processing and interpretation of results

When processing the results, questions are selected, the answers to which do not match the test key. For example, the child answered “yes” to the 58th question, while in the key this question corresponds to«- ”, which means the answer is “no”. Answers that do not match the key are manifestations of anxiety. Processing counts:

1. The total number of mismatches for the entire test. If it is more 50% of the total number of questions, we can talk aboutincreased anxietychild, if more 75% - about high anxiety.

2. The number of matches for each of the 8 types of anxiety. The level of anxiety is determined in the same way as in the first case. The general internal emotional state of the student is analyzed, which is largely determined by the presence of certain anxiety syndromes (factors) and their number.

Factors	number of questions
1. General anxiety at school	2,4,7,12,16,21,23,26,28,46,47,48,49,50,51,52,53,54,55,56,57,58 ∑=22
2. Experience social stress	5,10,15,20,24,30,33,36,39,42,44 ∑=11
3. Frustration of the need to achieve success	1,3,6,11,17,19,25,29,32,35,38,41,43 ∑=13
4. Fear of self-expression	27,31,34,37,40,45 ∑=6
5. Fear of a situation of knowledge testing	2,7,12,16,21,26 ∑=6
6. Fear of not meeting the expectations of others	3,8,13,17,22 ∑=5
7. Low physiological resistance to stress	9,14,18,23,28 ∑=5
8. Problems and fears in relationships with teachers	2,6,11,32,35,41,44,47 ∑=8

Content characteristics of types (factors) of anxiety

1. General anxiety at school - the general emotional state of the child associated with various forms of his inclusion in the life of the school.

2. The experience of social stress is the emotional state of the child, against which his social contacts develop (primarily with peers).

3. Frustration of the need to achieve success - an unfavorable mental background that does not allow the child to develop his needs for success, achieving a high result, etc.

4. Fear of self-expression - negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one's capabilities.

5. Fear of a situation of knowledge verification - a negative attitude and anxiety in situations of verification (especially in public) of knowledge, achievements, opportunities.

6. Fear of not meeting the expectations of others - focus on the significance of others in assessing their results, actions and thoughts, anxiety about the assessments given to others, the expectation of negative assessments.

7. Low physiological resistance to stress - features of the psychophysiological organization that reduce the child's adaptability to situations of a stressful nature, increase the likelihood of an inadequate, destructive response to an alarming environmental factor.

8. Problems and fears in relations with teachers - a general negative emotional background of relations with adults at school, which reduces the success of a child's education.

Presentation of results

1. The number of sign discrepancies (“+” - yes, “-” - no) is calculated for each factor (absolute number of discrepancies in percent: 50; >75) for each respondent. This data is presented in the form of individual charts.

2. The number of mismatches for each dimension for the entire class is counted (absolute value in percent: 50; >.75). The data is presented in the form of a chart.

3. The number of students with discrepancies in a certain factor > 50% and > 75% (for all factors) is calculated.

4. Comparative results are presented for repeated measurements.

5. Complete information is collected about each student (according to test results).

The results obtained can be presented inpivot table,including results that exceed the norm. This way of presenting will facilitate the general analysis of the results for the class as a whole, as well as comparative analysis data for different classes.

The text of the Phillips questionnaire

Is it difficult for you to keep on the same level of knowledge with the whole class?
Do you get nervous when the teacher says he is going to test your knowledge of the material?
Do you find it difficult to work in the classroom the way the teacher wants?
Do you sometimes dream that the teacher is furious because you don't know the lesson?
Has anyone in your class ever hit or hit you?
Do you often wish your teacher would take your time explaining new material until you understand what he is saying?
Are you very anxious when answering or completing a task?
Does it happen to you that you are afraid to speak out in class because you are afraid of making a stupid mistake?
Do your knees tremble when you are called to answer?
Do your classmates often laugh at you when you play different games?
Do you ever get a lower grade than you expected?
Do you worry about the question of whether you will be left for the second year?
Do you try to avoid games where choices are made because you are usually not chosen?
Do you sometimes tremble all over when called to answer?
Do you often get the feeling that none of your classmates want to do what you want?
Do you get very nervous before starting a task?
Is it hard for you to get the grades your parents expect from you?
Are you afraid at times that you will feel sick in class?
Will your classmates laugh at you if you make a mistake when answering?
Are you like your classmates?
After completing a task, do you worry about how well you did it?
When you work in class, are you sure that you will remember everything well?
Do you sometimes dream that you are at school and cannot answer the teacher's question?
Is it true that most guys are friendly to you?
Do you work harder if you know that your work will be compared in class with your classmates?
Do you often daydream about being less worried when asked questions?
Are you afraid to get into an argument at times?
Do you feel your heart start beating fast when the teacher says he is going to test your readiness for the lesson?
When you get good grades, do any of your friends think you want to curry favor?
Do you feel good with those of your classmates whom the guys treat with special attention?
Does it happen that some guys in the class say something that hurts you?
Do you think that those students who do not cope with their studies lose the favor of the rest?
Does it seem like most of your classmates don't pay attention to you?
Are you often afraid to look ridiculous?
Are you satisfied with the way teachers treat you?
Does your mother help in organizing evenings, like other mothers of your classmates?
Have you ever worried about what others think of you?
Do you hope to study better in the future than before?
Do you think that you dress for school as well as your classmates?
When answering a lesson, do you often think about what other people think of you at that time?
Do bright students have any special rights that other children in the class do not have?
Do some of your classmates get angry when you manage to be better than them?
Are you satisfied with the way your classmates treat you?
Do you feel good when you are alone with a teacher?
Do your classmates sometimes make fun of your appearance and behavior?
Do you think you're more worried about your school stuff than other kids?
If you can't answer when asked, do you feel like you're about to cry?
When you lie in bed at night, do you sometimes worry about what will happen at school tomorrow?
When working on a difficult task, do you sometimes feel like you completely forgot things that you knew well before?
Does your hand tremble slightly when you are working on a task?
Do you feel nervous when the teacher says he is going to give the class an assignment?
Does testing your knowledge at school scare you?
When the teacher says that he is going to give the class an assignment, do you feel afraid that you won't be able to do it?
Have you ever dreamed that your classmates can do things that you can't?
When the teacher explains the material, do you think that your classmates understand it better than you?
On your way to school, are you worried that the teacher might give the class a test paper?
When you complete a task, do you usually feel that you are doing it poorly?
Does your hand tremble slightly when the teacher asks you to do an assignment on the blackboard in front of the whole class?

Summary table of Phillips test results

Class __________ Date _________ ______

FI student	Indicators by types (factors) of anxiety (in %)
		alarm

Note: the numbers of factors in the table correspond to the types of anxiety described in the text.

Surname, name _________________________________________________________________

Class __________________ Date _____________________________________________

To identify anxiety factors that affect the emotional state of the child, his studies and activities, relationships with others, the Phillips test was conducted to identify the level of school anxiety.

The Phillips School Anxiety Inventory is one of the standardized psychodiagnostic methods and allows you to assess not only general level school anxiety, but also the qualitative originality of experiencing anxiety associated with various areas school life. The questionnaire is designed to work with children of primary and secondary school age (Appendix 2).

The purpose of the methodology (questionnaire) is to study the level and nature of anxiety associated with school in children of primary and secondary school age. The test consists of 58 questions that can be read to schoolchildren, or they can be offered in writing. Each question must be answered unequivocally "Yes" or "No".

Instruction: "Guys, now you will be offered a questionnaire, which consists of questions about how you feel at school. Try to answer sincerely and truthfully, there are no right or wrong, good or bad answers. Do not think about questions for a long time.

When answering a question, write down its number and the answer "+" if you agree with it, or "-" if you do not agree.

The results of our study among children of primary school age in the amount of 25 boys and 25 girls are shown in Table 1 and Fig. 1.

Table 1

The results of school anxiety according to the Philips method

As we can see, according to the results of the study (table 1) of anxiety at school using the Phillips test, 20 adolescents have a high percentage on the scale "General anxiety at school" (see Fig. 1, scale 1, high level), i.e. 40% of the subjects.

Somewhat increased general anxiety at school in 36% of the subjects (18 people) (see Fig. 1, scale 1, increased level). Such indicators indicate that these children tend to experience anxiety. varying degrees intensity while at school: in the process of learning, testing and assessing knowledge, as well as in the process of communication and interaction with teachers and peers. That is, 76% of the total number of subjects regard the situation of schooling as threatening their prestige, self-esteem, status, etc.

Only 12 schoolchildren have a normal level of anxiety at school (see Fig. 1, scale 1, normal level), which is 24% of the subjects. School and school requirements, difficulties are not traumatic for these children, which creates conditions for normal functioning, development of the child in the learning process, establishing friendly contacts and relationships.

A fairly high percentage of the subjects, 46% (23 people), do not experience social stress. This suggests that their relationship with society can be described as satisfactory, not traumatic, positively colored.

However, the percentage of schoolchildren experiencing social stress during high level- 20% (10 people), at an elevated level - 34% (17 people) (see Fig. 1, scale 2, high, elevated level). Such data indicate that the emotional state of these children, against which their social contacts develop, is tense, negatively colored, and possibly frustrating. Thus, prerequisites are created for the emergence and development of anxiety, anxiety, anxiety as a consequence of social stress.

58% of the subjects (29 people) have a fear of self-expression (see Fig. 1, scale 4, high level). This fact indicates that most children experience negative emotions in a situation of presenting themselves to others, self-disclosure. In our opinion, this is explained, on the one hand, by the fact that these schoolchildren tend to overly critically evaluate themselves, but at the same time, they are extremely egocentric and imagine themselves to be the "center of the universe." Such contradictions in self-perception do not allow them to adequately evaluate themselves and even more so, to present others to the “judgment”. On the other hand, at this age a person often experiences such feelings and emotions that he does not understand and is ashamed of, hence the desire to "close", hide his inner world from those around you.

The level of fear of self-expression was slightly increased in 26% of the subjects, which is 13 schoolchildren (see Fig. 1, scale 4, increased level). Based on this fact, we can assume that in this case, the fear of self-expression is present only in certain situations or with certain people. It is also possible that this fear is not pronounced, and is not generalized, that is, it does not dominate other emotions.

16% (8 people) of schoolchildren in this group of subjects do not have psychological and emotional difficulties in self-presentation and self-disclosure (see Fig. 1, scale 4, normal level). These children easily find contact with others, quickly make new acquaintances, their relationships are deeper and more emotionally rich, compared to those who experience anxiety in this area.

In addition, the fear of not meeting the expectations of others is mixed in here (see Fig. 1, scale 6, high level), which was revealed in 60% of schoolchildren (30 respondents). That is, children are also afraid to open up because they are worried about how “normal” and “correct” they will look in the eyes of others. There is some contradiction here - on the one hand, schoolchildren are worried about the opinion of them and the assessments of others, but on the other hand, they are afraid of this, since as a result their self-esteem may suffer, as well as their position among peers, which is very painful for the child. Based on this, it can be assumed that social contacts, primarily with peers, are emotionally intense, often frustrating, which is due to age characteristics.

In 24% of the subjects (12 people), the level of fear of not meeting the expectations of others was slightly increased (see Fig. 1, scale 6, increased level). This most likely indicates that the desire for social approval is present in this group of children, but it is not the leading motive. That is, schoolchildren are to some extent focused on the opinion and assessment of others, but they are not dependent on it.

16% of the subjects in this sample (8 people) do not experience fear of not meeting the expectations of others (see Fig. 1, scale 6, normal level). For these children, the most significant is their own assessment of what is happening, orientation to their own values and ideals.

A relatively small percentage of schoolchildren, 30% - 15 people, experience frustration of the need to achieve success at a high level (see Fig. 1, scale 3, high level). This suggests that in the situation of schooling in their behavior there is an unfavorable mental background that does not allow them to develop their needs for success, in achieving high results. There may be several reasons for this phenomenon. For example, the unfavorable attitude of peers and adults, who, as it were, program the student to fail, and perceive his successes very conditionally. Or low self-esteem student, disbelief in their own strengths and abilities. It is also possible that the frustration of the need to achieve success manifests itself against the background of anxiety as a personality trait.

A higher percentage of subjects, namely 50% (25 people), experience frustration of achieving success at a slightly increased level (see Fig. 1, scale 3, increased level). That is, in the situation of schooling, there are factors that are unfavorable for them, which prevent them from achieving success. However, the influence of these factors is not so strong, and with some efforts on the part of schoolchildren and help from teachers and peers, it is quite possible to avoid it.

Only 10 schoolchildren (20% of the subjects) do not experience frustration in achieving success, which confirms the assumption that the situation of schooling, for most children, is traumatic, negatively colored and disturbing.

60% (30 schoolchildren) experience strong, and 30% (15 schoolchildren) - less intense fear in a situation of knowledge testing (see Fig. 1, scale 5, high and advanced levels). Most likely, this is due to the fact that, according to these students, teachers make excessive demands on them, as a result of which they can negatively evaluate them, and negative assessments, as mentioned above, are extremely painful for adolescents and pose a threat to their position among peers, self-esteem . It is also possible that these schoolchildren are so unsure of themselves, their own knowledge and strengths, that the very expectation of checking their knowledge disturbs them, and communication with the teacher brings only negative emotions.

Also, 10% of the subjects (5 people) do not experience fear in a situation of knowledge testing (see Fig. 1, scale 5, normal level).

It is worth noting the fact that the percentage of schoolchildren who experience anxiety in a situation of knowledge testing is almost the same as the percentage of students who have a fear of communicating with teachers. In our opinion, this indicates that children are worried about testing knowledge and marks, as well as how much the teacher evaluates as an adult.

In 50% of the subjects (25 schoolchildren), strong emotional stress also appears when interacting with teachers, and a little weaker, in 34% of the subjects (17 schoolchildren) (see Fig. 1, scale 8, high level, elevated level).

16% of the subjects (8 people) do not experience problems and fears in relations with teachers (see Fig. 1, scale 8, normal level).

These data correspond to the data on the level of general anxiety at school (see Fig. 1, scale 1), which can be explained by the following: the assessment by teachers and parents for children in this sample is more significant than the assessment of peers. That is, general anxiety at school is due to feelings associated with the possibility of a negative assessment of teachers.

A small number of schoolchildren (8 people, 16%) have high anxiety due to low physiological resistance to stress (see Fig. 1, scale 7, high level). That is, in the behavior of these students, there is a reduced adaptability to situations of a stressful nature, for example, to schooling in general, and an increased likelihood of an inadequate destructive response to an alarming environmental factor. Also, 22% of the subjects, which is 11 schoolchildren, are prone to these features.

62% of the subjects, 31 schoolchildren have normal physiological resistance to stress (see Fig. 1, scale 7, normal level), which indicates that the possible prerequisites for the emergence of anxiety in them are not physiological, but social, that is, fear of self-expression, fear of assessments and difficulties in interpersonal contacts.

Rice. 1.

1. General anxiety at school.
2. Experience social stress.
3. Frustration of the need to achieve success.
4. Fear of self-expression.
5. Fear of a situation of knowledge testing.
6. Fear of not meeting the expectations of others.
7. Low physiological resistance to stress.
8. Problems and fears in relationships with teachers.

The hypothesis of our study was fully confirmed. Using these results, as well as on the basis of individual conversations, it was concluded that a high level of anxiety is caused by:

1. Poor preparation for lessons;
2. Fear of expressing their abilities, as children believe that they will be evaluated lower than their peers who show a high level of knowledge and creativity;
3. Low self-esteem;
4. Presentation by the teacher of high demands;
5. Domestic troubles;
6. High demands of parents;
7. Insufficient attention and support from parents;
8. Not remarking by the teacher and parents of the success of the child.

Purpose of the Phillips School Anxiety Test: The study of the level and nature of anxiety associated with school in children of primary and secondary school age.
The test consists of 58 questions that can be read to schoolchildren, or they can be offered in writing. Each question must be answered with a clear “Yes” or “No”.
Instruction.“Guys, now you will be offered a questionnaire, which consists of questions about how you feel at school. Try to answer sincerely and truthfully, there are no right or wrong, good or bad answers. Don't think too long about the questions.

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Phillips School Anxiety Test

The Phillips School Anxiety Test (Almanac of Psychological Tests, 1995) makes it possible to study in detail the level and nature of school-related anxiety in children of primary and secondary school age, to assess the emotional characteristics of a child's relationships with peers and teachers.

The test consists of 58 questions that can be read to schoolchildren or offered in writing. Each question must be answered unequivocally: “yes” or “no”.

Instruction

Processing and interpretation of results

1. The total number of mismatches for the entire test. If it is more 50% of the total number of questions, we can talk aboutincreased anxietychild, if more 75% - about high anxiety.

Factors	number of questions
1. General anxiety at school	2,4,7,12,16,21,23,26,28,46,47,48,49,50,51,52,53,54,55,56,57,58 ∑=22
2. Experience social stress	5,10,15,20,24,30,33,36,39,42,44 ∑=11
3. Frustration of the need to achieve success	1,3,6,11,17,19,25,29,32,35,38,41,43 ∑=13
4. Fear of self-expression	27,31,34,37,40,45 ∑=6
5. Fear of a situation of knowledge testing	2,7,12,16,21,26 ∑=6
6. Fear of not meeting the expectations of others	3,8,13,17,22 ∑=5
7. Low physiological resistance to stress	9,14,18,23,28 ∑=5
8. Problems and fears in relationships with teachers	2,6,11,32,35,41,44,47 ∑=8

1. General anxiety at school - the general emotional state of the child associated with various forms of his inclusion in the life of the school.

2. The experience of social stress is the emotional state of the child, against which his social contacts develop (primarily with peers).

3. Frustration of the need to achieve success - an unfavorable mental background that does not allow the child to develop his needs for success, achieving a high result, etc.

4. Fear of self-expression - negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one's capabilities.

5. Fear of a situation of knowledge verification - a negative attitude and anxiety in situations of verification (especially in public) of knowledge, achievements, opportunities.

8. Problems and fears in relations with teachers - a general negative emotional background of relations with adults at school, which reduces the success of a child's education.

Presentation of results

2. The number of mismatches for each dimension for the entire class is counted (absolute value in percent: 50; >.75). The data is presented in the form of a chart.

3. The number of students with discrepancies in a certain factor > 50% and > 75% (for all factors) is calculated.

4. Comparative results are presented for repeated measurements.

5. Complete information is collected about each student (according to test results).

The results obtained can be presented inpivot table,including results that exceed the norm. This way of presenting will facilitate a general analysis of the results for the class as a whole, as well as a comparative analysis of data for different classes.

The text of the Phillips questionnaire

Is it difficult for you to keep on the same level of knowledge with the whole class?
Do you get nervous when the teacher says he is going to test your knowledge of the material?
Do you find it difficult to work in the classroom the way the teacher wants?
Do you sometimes dream that the teacher is furious because you don't know the lesson?
Has anyone in your class ever hit or hit you?
Do you often wish your teacher would take your time explaining new material until you understand what he is saying?
Are you very anxious when answering or completing a task?
Does it happen to you that you are afraid to speak out in class because you are afraid of making a stupid mistake?
Do your knees tremble when you are called to answer?
Do your classmates often laugh at you when you play different games?
Do you ever get a lower grade than you expected?
Do you worry about the question of whether you will be left for the second year?
Do you try to avoid games where choices are made because you are usually not chosen?
Do you sometimes tremble all over when called to answer?
Do you often get the feeling that none of your classmates want to do what you want?
Do you get very nervous before starting a task?
Is it hard for you to get the grades your parents expect from you?
Are you afraid at times that you will feel sick in class?
Will your classmates laugh at you if you make a mistake when answering?
Are you like your classmates?
After completing a task, do you worry about how well you did it?
When you work in class, are you sure that you will remember everything well?
Do you sometimes dream that you are at school and cannot answer the teacher's question?
Is it true that most guys are friendly to you?
Do you work harder if you know that your work will be compared in class with your classmates?
Do you often daydream about being less worried when asked questions?
Are you afraid to get into an argument at times?
Do you feel your heart start beating fast when the teacher says he is going to test your readiness for the lesson?
When you get good grades, do any of your friends think you want to curry favor?
Do you feel good with those of your classmates whom the guys treat with special attention?
Does it happen that some guys in the class say something that hurts you?
Do you think that those students who do not cope with their studies lose the favor of the rest?
Does it seem like most of your classmates don't pay attention to you?
Are you often afraid to look ridiculous?
Are you satisfied with the way teachers treat you?
Does your mother help in organizing evenings, like other mothers of your classmates?
Have you ever worried about what others think of you?
Do you hope to study better in the future than before?
Do you think that you dress for school as well as your classmates?
When answering a lesson, do you often think about what other people think of you at that time?
Do bright students have any special rights that other children in the class do not have?
Do some of your classmates get angry when you manage to be better than them?
Are you satisfied with the way your classmates treat you?
Do you feel good when you are alone with a teacher?
Do your classmates sometimes make fun of your appearance and behavior?
Do you think you're more worried about your school stuff than other kids?
If you can't answer when asked, do you feel like you're about to cry?
When you lie in bed at night, do you sometimes worry about what will happen at school tomorrow?
When working on a difficult task, do you sometimes feel like you completely forgot things that you knew well before?
Does your hand tremble slightly when you are working on a task?
Do you feel nervous when the teacher says he is going to give the class an assignment?
Does testing your knowledge at school scare you?
When the teacher says that he is going to give the class an assignment, do you feel afraid that you won't be able to do it?
Have you ever dreamed that your classmates can do things that you can't?
When the teacher explains the material, do you think that your classmates understand it better than you?
On your way to school, are you worried that the teacher might give the class a test paper?
When you complete a task, do you usually feel that you are doing it poorly?
Does your hand tremble slightly when the teacher asks you to do an assignment on the blackboard in front of the whole class?

Summary table of Phillips test results

Class __________ Date ______________________

FI student	Indicators by types (factors) of anxiety (in %)
FI student		alarm

Note: the numbers of factors in the table correspond to the types of anxiety described in the text.

Surname, name _________________________________________________________________

Class __________________ Date _____________________________________________

Method for diagnosing the level of school anxiety Phillips

Method for diagnosing the level of school anxiety Phillips (Philips)

The purpose of the methodology (questionnaire) is to study the level and nature of anxiety associated with school in children of primary and secondary school age.

The test consists of 58 questions that can be read to schoolchildren, or they can be offered in writing. Each question must be answered with a clear “Yes” or “No”.

When answering a question, write down its number and the answer "+" if you agree with it, or "-" if you do not agree.

Processing and interpretation of results.

1. The total number of discrepancies throughout the text. If it is more than 50%, we can talk about increased anxiety of the child, if more than 75% of the total number of test questions - about high anxiety.

Factors	number of questions
1. General anxiety at school	2, 3, 7, 12, 16, 21, 23, 26, 28, 46, 47, 48, 49, 50, 51, 52, 53. 54. 55, 56, 57, 58; sum = 22
2. Experience social stress	5. 10, 15. 20, 24. 30, 33, 36. 39, 42, 44 sum = 11
3. Frustration of the need to achieve success	1. 3, 6. 11. 17. 19, 25, 29, 32, 35, 38, 41, 43; sum = 13
4. Fear of self-expression	27, 31, 34, 37, 40, 45; sum = 6
5. Fear of a situation of knowledge testing	2, 7, 12, 16, 21, 26; sum = 6
6. Fear of not meeting the expectations of others	3,8,13,17.22; sum = 5
7. Low physiological resistance to stress	9.14.18.23.28; sum = 5
8. Problems and fears in relationships with teachers	2,6,11,32.35.41.44.47; sum = 8

KEY TO QUESTIONS

1 -	7-	13-	19-	25 +	31 -	37-	43 +	49-	55-
2 _	8-	14-	20 +	26-	32-	38 +	44 +	50-	56-
3-	9-	15-	21 -	27-	33-	39 +	45-	51 -	57-
4-	10-	16-	22 +	28-	34-	40-	46-	52-	58-
5-	11 +	17-	23-	29-	35 +	41 +	47-	53-
6-	12-	18-	24 +	30 +	36 +	42 -	48-	54-

results

1) The number of sign mismatches (“+” - yes, “-” - no) for each factor (absolute number of mismatches in percent:< 50 %; >50% and 75%).

for each respondent.

2) Representation of these data in the form of individual diagrams.

3) The number of mismatches for each dimension for the entire class; absolute value -< 50 %; >50% and 75%.

4) Representation of this data in the form of a diagram.

5) The number of students who have mismatches for a certain factor of 50% and 75% (for all factors).

6) Presentation of comparative results for repeated measurements.

7) Complete information about each student (according to test results).

General anxiety at school is the general emotional state of the child associated with various forms of his inclusion in the life of the school.
Experiences of social stress - the emotional state of the child, against which his social contacts develop (primarily with peers).
Frustration of the need to achieve success is an unfavorable mental background that does not allow the child to develop his needs for success, achieving a high result, etc.
Fear of self-expression - negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one's capabilities.
Fear of a situation of knowledge verification - a negative attitude and anxiety in situations of verification (especially in public) of knowledge, achievements, and opportunities.
Fear of not meeting the expectations of others - focus on the significance of others in assessing their results, actions, and thoughts, anxiety about the assessments given to others, the expectation of negative assessments.
Low physiological resistance to stress - features of the psychophysiological organization that reduce the child's adaptability to situations of a stressful nature, increase the likelihood of an inadequate, destructive response to an alarming environmental factor.
Problems and fears in relations with teachers are a general negative emotional background of relations with adults at school, which reduces the success of a child's education.

Form

“+”

“–”

Questionnaire text.

Do you find it difficult to keep up with the whole class?
Do you get nervous when the teacher says he is going to test your knowledge of the material?
Do you find it difficult to work in the classroom the way the teacher wants?
Do you sometimes dream that the teacher is furious because you don't know the lesson?
Has anyone in your class ever hit or hit you?
Do you often wish your teacher would take your time explaining new material until you understand what he is saying?
Are you very anxious when answering or completing a task?
Does it happen to you that you are afraid to speak up in class because you are afraid of making a stupid mistake?
Do your knees tremble when you are called to answer?
Do your classmates often laugh at you when you play different games?
Do you ever get a lower grade than you expected?
Do you worry about the question of whether you will be left for the second year?
Do you try to avoid games where choices are made because you are usually not chosen?
Do you sometimes tremble all over when called to answer?
Do you often get the feeling that none of your classmates want to do what you want?
Do you get very nervous before starting a task?
Is it hard for you to get the grades your parents expect from you?
Are you afraid at times that you will feel sick in class?
Will your classmates laugh at you, will you make a mistake when answering?
Are you like your classmates?
After completing a task, do you worry about how well you did it?
When you work in class, are you sure that you will remember everything well?
Do you sometimes dream that you are at school and cannot answer the teacher's question?
Is it true that most guys are friendly to you?
Do you work harder if you know that your work will be compared in class with your classmates?
Do you often wish you were less anxious when asked questions?
Are you afraid to get into an argument at times?
Do you feel your heart start beating fast when the teacher says he is going to test your readiness for the lesson?
When you get good grades, do any of your friends think you want to curry favor?
Do you feel good with those of your classmates whom the guys treat with special attention?
Does it happen that some guys in the class say something that hurts you?
Do you think that those students who do not cope with their studies lose their disposition?
Does it seem like most of your classmates don't pay attention to you?
Are you often afraid to look ridiculous?
Are you satisfied with the way teachers treat you?
Does your mother help in organizing evenings, like other mothers of your classmates?
Have you ever worried about what others think of you?
Do you hope to study better in the future than before?
Do you think that you dress for school as well as your classmates?
When answering a lesson, do you often think about what other people think about you at that time?
Do bright students have any special rights that other children in the class do not have?
Do some of your classmates get angry when you manage to be better than them?
Are you satisfied with the way your classmates treat you?
Do you feel good when you are alone with a teacher?
Do your classmates sometimes make fun of your appearance and behavior?
Do you think you're more worried about your school stuff than other kids?
If you can't answer when asked, do you feel like you're about to cry?
When you lie in bed at night, do you sometimes worry about what will happen at school tomorrow?
When working on a difficult task, do you sometimes feel like you completely forgot things that you knew well before?
Does your hand tremble slightly when you are working on a task?
Do you feel nervous when the teacher says he is going to give the class an assignment?
Does testing your knowledge at school scare you?
When the teacher says that he is going to give the class an assignment, do you feel afraid that you won't be able to do it?
Have you ever dreamed that your classmates can do things that you can't?
When the teacher explains the material, do you think that your classmates understand it better than you?
On your way to school, are you worried that the teacher might give the class a test paper?
When you complete a task, do you usually feel that you are doing it poorly?
Does your hand tremble slightly when the teacher asks you to do an assignment on the blackboard in front of the whole class?

The results of our study among 13 children of senior school age are shown in Table 1.

Table 1

The results of school anxiety according to the Philips method

Factors	Normal level	Enhanced level	High level
General anxiety at school
Experiencing social stress
Frustration of the need to succeed
Fear of self-expression
Fear of a knowledge test situation
Fear of not meeting the expectations of others
Low physiological resistance to stress
Problems and fears in relationships with teachers

As we can see, according to the results of the study (Table 1) of anxiety at school using the Phillips test, a high percentage on the scale "General Anxiety at School" do not have teenagers.

Slightly increased general anxiety at school in 8% of the subjects (1 person) Such indicators indicate that these children tend to experience anxiety of varying degrees of intensity while at school: in the process of learning, testing and assessing knowledge, as well as in the process of communication and interactions with teachers and peers. That is, 8% of the total number of subjects regard the situation of schooling as threatening their prestige, self-esteem, status, etc.

12 schoolchildren have a normal level of anxiety at school, which is 92% of the subjects. School and school requirements, difficulties are not traumatic for these children, which creates conditions for normal functioning, development of the child in the learning process, establishing friendly contacts and relationships.

However, the percentage of schoolchildren experiencing social stress at a high level is 0%, normal level- 100% . Such data indicate that the emotional state of these children, against which their social contacts develop, is not tense, not negatively colored, and not frustrating. consequences of social stress.

64% of the subjects (8 people) have a fear of self-expression. This fact indicates that most children experience negative emotions in a situation of presenting themselves to others, self-disclosure. In our opinion, this is due, on the one hand, to the fact that these schoolchildren tend to overly critically evaluate themselves, but at the same time, they are extremely egocentric and imagine themselves to be the “center of the universe”. Such contradictions in self-perception do not allow them to adequately evaluate themselves and even more so, to present others to the “judgment”. On the other hand, at this age a person often experiences such feelings and emotions that he does not understand and is ashamed of, hence the desire to "close", hide his inner world from others.

36% (5 people) of schoolchildren in this group of subjects do not have psychological and emotional difficulties in self-presentation and self-disclosure. These children easily find contact with others, quickly make new acquaintances, their relationships are deeper and more emotionally rich, compared to those who experience anxiety in this area.

In addition, this is also mixed with the fear of not meeting the expectations of others, which was revealed in 24% of schoolchildren (3 respondents). That is, children are also afraid to open up because they are worried about how “normal” and “correct” they will look in the eyes of others. There is some contradiction here - on the one hand, schoolchildren are worried about the opinion of them and the assessments of others, but on the other hand, they are afraid of this, because, as a result, their self-esteem may suffer, as well as their position among peers, which is very painful for the child. Based on this, it can be assumed that social contacts, primarily with peers, are emotionally intense, often frustrating, which is due to age characteristics.

In 16% of the subjects (2 people), the level of fear of not meeting the expectations of others is slightly increased. This most likely indicates that the desire for social approval is present in this group of children, but it is not the leading motive. That is, schoolchildren are to some extent focused on the opinion and assessment of others, but they are not dependent on it.

60% of the subjects in this sample (8 people) do not experience fear of not meeting the expectations of others. For these children, the most significant is their own assessment of what is happening, orientation to their own values and ideals.

A relatively small percentage of schoolchildren, namely, 24% (3 people), experience the frustration of achieving success at a slightly higher level. That is, in the situation of schooling, there are factors that are unfavorable for them that prevent them from achieving success. However, the influence of these factors is not so strong, and with some efforts on the part of schoolchildren and help from teachers and peers, it is quite possible to avoid it.

10 schoolchildren (76% of the subjects) do not experience frustration in achieving success, which confirms the assumption that the situation of schooling, for most children, is traumatic, negatively colored and disturbing.

Also, 64% of the subjects (8 people) do not experience fear in a situation of knowledge testing - a normal level.

Also, 64% of the subjects, which is 8 schoolchildren, are prone to these features.

36% of the subjects, 5 schoolchildren have normal physiological resistance to stress, which indicates that the possible prerequisites for the emergence of anxiety in them are not physiological, but social, that is, fear of self-expression, fear of assessments and difficulties in interpersonal contacts.

Phillips School Anxiety Test

Instruction

Processing and interpretation of results

Content characteristics of types (factors) of anxiety

Presentation of results

The text of the Phillips questionnaire

Summary table of Phillips test results

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