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Effect of anxiety reduction on children's school performance and social adjustment

Bibliographic Data

ID9787710
AuthorsJeffrey J Wood (0000-0002-0759-6156, California Department of Education, corresponding author), Jeffrey Wood (0000-0003-0228-7482)
Year2006
Volume42
Issue2
Pages345-349
Publication date2006-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueDevelopmental Psychology (JOURNAL)
Journal identifiersISSN: 0012-1649 • E-ISSN: 1939-0599
PublisherAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/0012-1649.42.2.345
PMID16569172
OpenAlexW2038004596
LanguageEN
Citations received24
References cited11

This study tested the effect of reductions in children's anxiety over time on improvements in school performance and social functioning in the context of participation in a cognitive-behavioral intervention program. Participants included 40 children with high anxiety (6-13 years of age). Independent evaluators, children, and parents rated child anxiety; parents rated school performance; and children and parents rated social functioning. Measures were completed at preintervention, midintervention, and postintervention. Fixed-effects regression analyses and random-effects regression analyses indicated that decreased anxiety was predictive of improved school performance and social functioning over the course of the intervention. These findings suggest that changes in anxiety influence trajectories of children's scholastic and social functioning

Anxiety · Context (archaeology · Developmental psychology · Intervention (counseling · Psychiatry · Social anxiety · Social skills · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Parental Involvement in Education · Psychology

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Unique citing works24
Citations per year1,33
Citation span2008 - 2025 (18)
Citation velocityrecent
Highly citedNo
Citation typesNeutral: 22

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