Date
5-22-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Gail Collins
Keywords
anxiety, teacher preparation, academic performance, technology use, social media
Disciplines
Education
Recommended Citation
Crews, Jennifer Hope, "Examining the Impact of Anxiety on Student Learning: A Transcendental Phenomenological Study of Teachers' Lived Experiences as They Support Students with Anxiety" (2024). Doctoral Dissertations and Projects. 5664.
https://digitalcommons.liberty.edu/doctoral/5664
Abstract
The purpose of this transcendental phenomenological study was to explore the lived experiences of middle and high school teachers while supporting adolescents with high anxiety. The theories guiding this study are Bandura’s social cognitive theory and Deci and Ryan’s self-determination theory as they relate to an individual’s ability to change their behavior based on their environment and the importance of motivation throughout the learning process. Throughout this transcendental phenomenological study, teachers’ lived experiences were explored in accredited private and public schools. Data were collected from 12 middle and high school teachers, with at least 3 years of experience, through interviews, focus groups, and letter prompts. After all data were collected, five themes emerged from the data which included recognition and identification, classroom strategies, building relationships, learning environment, and preparation. Included in the five themes were 13 subthemes: common triggers, signs of anxiety, identification, affirmation, removal, accommodations, communication, disposition, classroom struggle, atmosphere, training, life experiences, and resources. The themes and subthemes were placed in a visual representation to show how the themes interconnect. Finally, the study’s results were shared to reflect what emerged from the data as well as the limitations and recommendations for additional research.
