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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
The Relationship Between Driving Anxiety And Driving Skill: A Review Of Human Factors And Anxiety-Performance Theories To Clarify Future Research Needs, Joanne Taylor, Frank P. Deane, John Podd
The Relationship Between Driving Anxiety And Driving Skill: A Review Of Human Factors And Anxiety-Performance Theories To Clarify Future Research Needs, Joanne Taylor, Frank P. Deane, John Podd
Faculty of Health and Behavioural Sciences - Papers (Archive)
This article examines theory and identifies gaps in research related to the role of driving skills in driving anxiety. Increasingly, investigators have examined the clinical features of driving anxiety and the more severe situation of driving fear and phobia, but the possible involvement of driving skills has been neglected. This is surprising given the potential implications for skills training and remediation in the assessment and treatment of some of those who experience driving anxiety, fear, and phobia. The largest body of relevant research comes from the driving and human factors literature on the relationship between anxiety and driving performance. The …
Influences On Pupils' Self-Perceptions In Primary School: Enjoyment Of School, Anxiety And Isolation, And Self-Image In Year 5, Pam Sammons, Kathy Sylva, Iram Siraj-Blatchford, Brenda Taggart, Rebecca Smees, Edward Melhuish
Influences On Pupils' Self-Perceptions In Primary School: Enjoyment Of School, Anxiety And Isolation, And Self-Image In Year 5, Pam Sammons, Kathy Sylva, Iram Siraj-Blatchford, Brenda Taggart, Rebecca Smees, Edward Melhuish
Faculty of Social Sciences - Papers (Archive)
This report presents the results of analyses of pupils' self-perceptions in primary school. It is part of the longitudinal Effective Pre-school and Primary Education 3-11 (EPPE 3-11) research project funded by the Department for Children, Schools and Families (DCSF). The focus of this report is pupils' self-perceptions in Year 5 (age 10) in four key areas: 'Enjoyment of school'; 'Academic self-image'; 'Behavioural self-image' and 'Anxiety and Isolation'. Reports on pupils' cognitive and social/behavioural development at this age have been published separately (Sammons et al., 2007). Questionnaires were administered to children asking their views about school and classroom life. These provided …