The intervention effect of using the scaffolding teaching model in middle school English on students’ social anxiety disorder

Abstract

Background

A common psychological problem, social anxiety disorder, is prevalent among primary and secondary school students. Social anxiety disorder mainly manifests itself in the form of intense fear and apprehension in social situations, and excessive worry and fear make the patients gradually avoid socializing. In order to provide timely intervention for students with social anxiety disorder, the study introduced a scaffolding teaching model for middle school English in the middle school classroom.

Subjects and Methods

80 students with social anxiety disorder in a junior high school were randomly divided into an experimental group and a control group. The experimental group was taught using the junior high school English scaffolding teaching mode, while the control group was taught using the traditional English teaching mode, and the Symptom Self-assessment Scale (SCL-90) and Liebowitz Social Anxiety Scale (LSAS) were used to assess the patient’s social anxiety before and after the treatment.

Results

Middle school English scaffolding teaching model has positive guidance effect on social fear (P<0.05), students in the experimental group had a significant decrease in the scores of all scales after the experiment (P<0.05), compared with the control group the intervention on social fear was more obvious (P<0.05).

Conclusions

The scaffolding teaching model of middle school English has a positive impact on students’ anxiety and phobia, and the self-confidence of students with anxiety disorders was gradually built up and their social scope was gradually expanded.

Acknowledgement

The stage achievement of the 14th 5-year plan of educational science foundation in Jiangsu Province (No. E-c/2021/05).