- Данко, А. (orcid.org/0000-0001-9551-4327) (2026) Partnership Interaction as a Factor in Optimizing Academic Anxiety of Secondary School Students Diploma thesis, ДЗВО «Університет менеджменту освіти».
![[thumbnail of Кваліфікаційна робота присвячена дослідженню явища тривожності, зокрема навчальної тривожності, як окремого прояву, який притаманний інд]](https://lib.iitta.gov.ua/style/images/fileicons/text.png "Кваліфікаційна робота присвячена дослідженню явища тривожності, зокрема навчальної тривожності, як окремого прояву, який притаманний інд") |
Text (Кваліфікаційна робота присвячена дослідженню явища тривожності, зокрема навчальної тривожності, як окремого прояву, який притаманний інд)
1. Магістерська Данко А.Ю. ПМ-24-Г1_ Партнерська взаємодія як чинник оптимізації навчальної тривожності учнів гімназії.pdf - Published Version Download (1MB) |
Abstract
Danko A.Yu. Partnership Interaction as a Factor in Optimizing Academic Anxiety among Gymnasium Students. – Manuscript. The qualification thesis is devoted to the study of anxiety, particularly academic anxiety as a specific manifestation experienced by individuals during the educational process. Based on the analysis of scientific literature, the causes of school anxiety, its prerequisites, and its external and physiological manifestations were identified. The study was based on the hypothesis that partnership pedagogy and its active implementation in the educational process contribute to reducing the level of academic anxiety. The theoretical analysis of the literature made it possible to identify partnership methods and techniques that, in our opinion, positively influence the reduction of anxiety among students. The experimental study was conducted at Kyiv Lyceum No. 49. The initial assessment revealed that students demonstrated an elevated level of anxiety. Moreover, girls were found to be more prone to anxiety than boys. During the formative stage, after the implementation of a range of partnership-based interaction methods and techniques, positive changes were observed. At this stage of the research, considering the interaction among the three key partners—parents, students, and teachers—we identified the main areas of cooperation and the methods that we consider the most relevant. The teacher plays a central role in this model, gradually implementing partnership principles at all levels: 1. Interaction with students: * Morning meetings (attendance check, wishes for a good mood, a smile, offering assistance, etc.); * Development of collaborative projects; * Building a communication circle. 2. Interaction with parents: * Partnership meetings; * Joint activities and events; * Parent coaching. 3. Interaction with colleagues: * Professional development activities; * Coaching; * Mentoring; * Peer lesson observation. At the formative stage of the study, correlation analysis demonstrated a direct relationship between partnership interaction and anxiety levels. As a result, the level of anxiety in the experimental group significantly decreased. The calculation of Spearman’s correlation coefficient revealed that partnership interaction had the greatest impact on reducing fear of expressing one’s own opinion (ρ = 0.76) and fear of not meeting the expectations of others (ρ = 0.75). The reduction in students’ anxiety was associated with decreased psychological tension, which contributed to greater self-confidence due to the support provided. In conclusion, the findings indicate that the partnership-based methods and techniques proposed in this study have a positive effect on reducing the level of academic anxiety among students.
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