Modern predictors of school anxiety primary school children
Introduction. The article examines the structure of school anxiety in younger students and its relationship with cognitive processes. The relevance of this problem for psychological and pedagogical science is proved. The main causes and manifestations of anxiety in primary school children are highlighted. A review of the works of domestic and foreign teachers and psychologists on the problem of school anxiety as a factor affecting the development of cognitive processes of younger students is given. Materials and methods. In the course of the study were used psychodiagnostic methods: "Shape memory", "Determination of mechanical and semantic" memory test, Toulouse-Pieron (study speed of information processing, the ability to arbitrary concentrations, the particular properties of attention - sustainability, distribution, switching), the method of "Diagnostics of the level of thinking the student" A. Z. Zak (diagnostics of the level of formation of theoretical analysis and internal action plan), the Philips school anxiety test (studying the level and nature of school-related anxiety in children of primary and secondary school age. Results. A comparative analysis of the characteristics of memory, attention and thinking in students of grades 2, 3 and 4 was conducted. The predominant predictors of school anxiety in modern primary school children are identified. The correlation between indicators of school anxiety and characteristics of cognitive processes is analyzed. Discussion and conclusions. Conclusions are made about the General indicator of school anxiety in younger students and about the relationship of school anxiety with such cognitive processes as logical memory and the overall speed of mental activity. The prospects for further research of school anxiety are outlined.