Anxiety Related To the school environment adversely affects secondary school students
in multiple respects. Sources of students’ anxiety may include social or peer situations,
academic activities, various emotionally based experiences, life outside school, interactions
with teachers, the broader educational context, and the experience of aggression.
The aim of this study was to explore whether students’ gender and grade level have
an impact on trait anxiety, on the perception of anxiety sources, and on the anxiety
management strategies they are familiar with or apply. The research sample comprised
638 secondary school students aged between 14 and 20 years. The methods applied included
the STAI-Trait subscale (Trait Anxiety Inventory), a questionnaire assessing students’
known and used anxiety management strategies, and the Sources of Students’ Anxiety
(SZF-T) Questionnaire (available from the Author). According to the findings, gender
had a significant influence on students’ sources of anxiety, trait anxiety levels,
and their knowledge and use of anxiety management strategies. Grade level, however,
showed no relationship with trait anxiety or with the number of strategies known or
used, and only a limited association with anxiety sources. Based on participants’
responses, the most frequent and intense sources of anxiety were lack of free time,
poor grades, and academic assessments (tests, oral recitations, exams). The investigation
of anxiety and the identification of students’ anxiety sources constitute a relevant
area of research in relation to the school adjustment and broader life success of
the younger generation. Future research should be extended to include students from
other types of educational institutions as well.
