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This action research helps middle school students acknowledge anxiety and learn how to navigate it. Results show lower anxiety before and during tests, with highest anxiety after testing. Power analysis indicates anxiety levels before, during, and after do not significantly affect each other, and the study discusses implementation challenges and suggestions for administrators and future research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/current-issues-in-middle-level-education-volume-24-issue-2-article-2/599955/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/current-issues-in-middle-level-education-volume-24-issue-2-article-2/599955.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the action research in this study?","Question",{"text":112,"@type":113},"The study uses an action research design to help middle school students acknowledge their anxiety and learn how to navigate it.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did students’ anxiety levels change across the test process?",{"text":117,"@type":113},"Most students showed lower anxiety before and during a test, while anxiety was highest after completing the test.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges were identified regarding anxiety interventions?",{"text":121,"@type":113},"Challenges include students using fidgets as toys instead of sensory tools, teachers being reluctant to apply coping skills continuously, and limited school funding for a wider range of strategies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599955,1792426642,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Current Issues in Middle Level Education  \n\n| Volume 24  Issue 2 | Article 2 |\n| --- | --- |\n| 2019\u003Cbr>Helping Middle School Students Acknowledge and Navigate Anxiety: An Action Research\u003Cbr>Teresa Jones\u003Cbr>Augusta University, [teresasjordan@gmail.com](teresasjordan@gmail.com)\u003Cbr>Amanda Riggs\u003Cbr>Augusta University, [amandariggs57@yahoo.com](amandariggs57@yahoo.com)\u003Cbr>Nai-Cheng Kuo\u003Cbr>Augusta University, [nkuo@augusta.edu](nkuo@augusta.edu)\u003Cbr>Follow this and additional works at: [https://digitalcommons.georgiasouthern.edu/cimle](https://digitalcommons.georgiasouthern.edu/cimle)\u003Cbr> Part of the Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, and the Student Counseling and Personnel Services Commons |  |\n\nRecommended Citation  \nJones, Teresa; Riggs, Amanda; and Kuo, Nai-Cheng (2019) \"Helping Middle School Students Acknowledge and Navigate Anxiety: An Action Research,\" Current Issues in Middle Level Education: Vol. 24 : Iss. 2 , Article 2.  \nDOI: 10.20429/cimle.2019.240202  \nAvailable at: [https://digitalcommons.georgiasouthern.edu/cimle/vol24/iss2/2](https://digitalcommons.georgiasouthern.edu/cimle/vol24/iss2/2)  \nThis research is brought to you for free and open access by the Journals at Digital Commons@Georgia Southern. It has been accepted for inclusion in Current Issues in Middle Level Education by an authorized administrator of Digital Commons@Georgia Southern. For more information, please [contact](contact digitalcommons@georgiasouthern.edu)[ digitalcommons@georgiasouthern.edu](contact digitalcommons@georgiasouthern.edu).  \nHelping Middle School Students Acknowledge and Navigate Anxiety:  \nAn Action Research  \nTeresa Jones  \nAmanda Riggs  \nNai-Cheng Kuo  \nAugusta University  \nAbstract  \nTeachers and school counselors have the responsibility not only to build a positive school  \nclimate in which students want to perform and stretch themselves academically and socially, but  \nalso to create an environment in which students know that their teachers and school counselors  \nare aware of their needs, anxiety, and other factors preventing them from reaching their potential.  \nIn the present study, we used an action research design to help students acknowledge their  \nanxiety and know how to navigate it. The results indicate that most students exhibited lower  \nanxiety before and during a test, while their anxiety level was the highest after taking a test.  \nMoreover, the power analysis (p-value) shows that students’ anxiety levels before, during, and  \nafter a test did not did not significantly impact each other. Challenges regarding anxiety  \ninterventions include: 1) students who used fidgets as toys rather than sensory tools, 2) teachers  \nreluctant to implement coping skills continuously for fear of losing instructional time, and 3) the  \nschool’s limited funding for purchasing a wider variety of coping strategies. Suggestions to  \nschool administrators and future research studies are discussed.  \nKey words: Test anxiety, coping skills, action research, anxiety questionnaire  \nPublished by Digital Commons@Georgia Southern, 2019 2  \nIntroduction  \nIn This We Believe in Action: Implementing Successful Middle Level Schools, published  \nby the Association for Middle Level Educating (AMLE), Payne (2012) stated that “having an  \ninviting, supportive, and safe environment is not just desirable, it is a prerequisite for  \nmaximizing student achievement. Schools with such environments encourage students and  \nteachers to take risks, to explore, and to create”(p. 134) . This means that teachers not only build a positive school climate in which students want to perform and stretch themselves academically and socially, but also create an environment in which students know that their teachers are aware  \nof their needs, anxiety, and other factors preventing them from reaching their full potential.  \nAccording to Payne (2012), it is critical that educators study their students’ anxiety, teach t","cbCaigDW7YackEai","https://ap.wps.com/l/cbCaigDW7YackEai","pdf",558770,17,"English","# Abstract\n# Introduction\n## Middle level schools and supportive environments\n## Anxiety impacts on academic outcomes\n## Educator roles and advocacy","[{\"question\":\"What is the purpose of the action research in this study?\",\"answer\":\"The study uses an action research design to help middle school students acknowledge their anxiety and learn how to navigate it.\"},{\"question\":\"How did students’ anxiety levels change across the test process?\",\"answer\":\"Most students showed lower anxiety before and during a test, while anxiety was highest after completing the test.\"},{\"question\":\"What challenges were identified regarding anxiety interventions?\",\"answer\":\"Challenges include students using fidgets as toys instead of sensory tools, teachers being reluctant to apply coping skills continuously, and limited school funding for a wider range of strategies.\"}]","Current Issues in Middle Level Education - Volume 24 - Issue 2 - Article 2 | PDF",1792089755,43]