Enhancing students’ learning anxiety disorder through civic reform intervention combined with educational psychology

Abstract

Background

Addressing the limitations of conventional Civics instruction, this study integrates educational psychology principles to optimize the teaching approach. The research aims to investigate the impact of this intervention on alleviating students’ anxiety disorders.

Subjects and Methods

A questionnaire-based approach randomly selected 100 university students grappling with learning anxiety disorders. These participants were equally divided into two groups: the joint teaching group and the traditional teaching group. The joint teaching group received anxiety intervention through an educational psychology-enhanced Civics teaching method, while the traditional teaching group was exposed to standard Civics instruction. The teaching intervention spanned one semester, and variations in anxiety scores were documented using a self-administered anxiety scale and analyzed using SPSS 23.0.

Results

After one semester of instruction, the number of students with anxiety disorders decreased in both the joint teaching group and the traditional teaching group. The number of students with anxiety disorders in the joint teaching group decreased from 100 to 15, while the number of students with anxiety disorders in the traditional teaching group decreased from 100 to 88.

Conclusions

A comparative analysis of the two teaching methods reveals that Civics instruction enhanced with the insights of educational psychology theory is more effective in mitigating students’ anxiety disorders.