Method for diagnosing school anxiety Phillips processing. Phillips School Anxiety Test

Learning at school for children is associated not only with the need to process large amounts of information, but also with certain changes in personality, the formation of an evaluation scale, moral guidelines. On the way to the formation of the emotional and personal sphere of the child, there are a number of obstacles, one of which can be considered school anxiety. To diagnose its level, the Phillips method is used.

Description of the Phillips School Anxiety Test Method

The British psychotherapist Adam Phillips in the middle of the 20th century, after conducting several dozen observations of schoolchildren of different ages in class groups, put forward the theory that in order to form a liberated and comprehensively developed personality, it is necessary to diagnose anxiety in time and reduce its level. The state of the psyche, in which a person experiences strong excitement for minor reasons, causes significant damage to self-esteem and affects all aspects of emotional and personal development. The test is of particular relevance for children of primary school age and students in grades 5–8, because for adequate socialization among peers, children need to accept and understand themselves.

School anxiety interferes with successful learning

As a stimulus material, the author suggested using a questionnaire consisting of 58 items requiring a clear answer: "yes" or "no". According to the results of the study using the Phillips technique, we can conclude about the degree of anxiety of the child and the nature of its manifestations. With regard to the latter indicator, the test helps to identify the following aspects:

emotions of the baby, which are associated with various forms of participation in school and classroom life in particular;
stress of a social nature - a condition that is associated with building relationships with peers;
indifferent attitude to personal success;
fear of showing their skills and abilities in the classroom, the need to speak in front of everyone;
expectation of negative evaluation from others;
inability to withstand stress, which manifests itself in a non-standard reaction to any irritating factors;
inability and unwillingness to build relationships with adults.

The famous American educator and motivational speaker Dale Carnegie said: “An anxious and harassed individual who is unable to adapt to the cruel real world breaks all contact with the environment and withdraws into his own imaginary world. So he tries to free himself from worries and worries.

Test procedure

Testing can be done in groups, but in this case there is a risk of children peeping into each other's work

The test is conducted among children 6-13 years old in oral or written form. Work can be organized both individually with each child, and in a group. It is important to clearly formulate the conditions and rules for passing the test:

Children are given forms with questions (for a written form of diagnosis) or leaflets with numbers from 1 to 58 (for oral).
The teacher makes recommendations: “These questions are about how you feel at school. You need to give an answer: “yes”, putting a plus next to the question number, or “no”, marking it with a minus sign. If the oral testing option is chosen, then the children need to be set up only to place the necessary signs corresponding to their answers.
Further, it should be stipulated that the questions must be answered sincerely, there can be no errors in the answers, since there are no bad or good, right or wrong options.
It is also necessary to warn schoolchildren: do not think about the answer for a long time, it is better to write the first thing that comes to mind.

If the teacher sees that the test-taker is thinking about the question for a long time, then it makes sense to approach him and try to explain the task again. In this case, it is impossible to answer for the test subject.

Files: Materials for diagnostics

Processing and interpretation of results

When analyzing the answers, the numbers of those questions that do not coincide with the key are underlined: for example, if the subject put "-" as an answer to question No. 41, and the key is "+", then the factor to which this task relates will be an indicator the nature of anxiety (in this example, an indifferent attitude to success).

Questionnaire Keys:

1 -	7 -	13 -	19 -	25 +	31 -	37 -	43 +	49 -	55 -
2 -	8 -	14 -	20 +	26 -	32 -	38 +	44 +	50 -	56 -
3 -	9 -	15 -	21 -	27 -	33 -	39 +	45 -	51 -	57 -
4 -	10 -	16 -	22 +	28 -	34 -	40 -	46 -	52 -	58 -
5 -	11 +	17 -	23 -	29 -	35 +	41 +	47 -	53 -
6 -	12 -	18 -	24 +	30 +	36 +	42 -	48 -	54 -

The total number of non-matching responses is then counted. If there are more than half of them, then there is every reason to talk about an increased level of anxiety in the child. When more than 2/3 (75%) do not converge, it can be said with confidence that the student is experiencing severe anxiety.

Distribution of responses corresponding to anxiety syndromes:

Factors	Question numbers
General school anxiety	2,3,7, 12, 16,21,23,26,28,46,47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58; sum = 22
Being in a situation of social stress	5, 10, 15,20,24,30,33,36, 39,42, 44; sum = 11
No need for success	1,3,6, 11, 17, 19,25,29,32,35,38, 41, 43; sum = 13
Fear of any self-expression	27,31,34, 37, 40, 45; sum = 6
Fear of being called in class	2.7, 12, 16, 21, 26; sum = 6
Fear of not meeting the expectations of loved ones and significant people	3, 8, 13, 17, 22; sum = 5
Poor ability to physiologically withstand stress	9, 14, 18, 23, 28; sum = 5
Difficulties in relationships with teachers	2.6, 11.32.35.41.44.47; sum = 8

Analysis of coincidences within each group allows you to determine the emotional background of the child, as well as the number of certain factors that cause anxiety. The data are recorded in the protocol, which indicates the number of discrepancies for individual syndromes, determines the total number of anxiety factors for each subject, and then counts the number of children in the class (if the test is conducted in a group) who have:

Typically, to work with children whose rates range from 50 to 75%, they use:

role-playing games that help to demonstrate that the teacher is the same person as everyone else, who has no reason to be afraid;
conversations to convince the student of the following: to achieve success in any business, it is important to be interested in it yourself;
situations of success: the child is offered a task with which he will definitely cope, so that his relatives and classmates will know about his achievement - this helps to cultivate self-confidence.

If the student has a lot of discrepancies in the answers (over 75%), then the correctional program should be developed by the child psychologist together with the teacher and parents. In this case, the child needs professional help.

Method for diagnosing the level of school anxiety Phillips (Philips)

The purpose of the methodology (questionnaire) is to study the level and nature of anxiety associated with school in children of primary and secondary school age.

The test consists of 58 questions that can be read to schoolchildren, or they can be offered in writing. Each question must be answered with a clear “Yes” or “No”.

Instruction: “Guys, now you will be offered a questionnaire, which consists of questions about how you feel at school. Try to answer sincerely and truthfully, there are no right or wrong, good or bad answers. Don't think too long about the questions.

When answering a question, write down its number and the answer "+" if you agree with it, or "-" if you do not agree.

Processing and interpretation of results.

When processing the results, questions are identified; the answers to which do not match the test key. For example, the child answered “Yes” to the 58th question, while in the key this question corresponds to “-”, that is, the answer is “no”. Answers that do not match the key are manifestations of anxiety. Processing counts:

1. The total number of discrepancies throughout the text. If it is more than 50%, we can talk about increased anxiety of the child, if more than 75% of the total number of test questions - about high anxiety.

2. The number of matches for each of the 8 anxiety factors highlighted in the text. The level of anxiety is determined in the same way as in the first case. The general internal emotional state of the student is analyzed, which is largely determined by the presence of certain anxiety syndromes (factors) and their number.

	number of questions
1. General anxiety at school	2, 3, 7, 12, 16, 21, 23, 26, 28, 46, 47, 48, 49, 50, 51, 52, 53. 54. 55, 56, 57, 58;
2. Experience social stress	5. 10, 15. 20, 24. 30, 33, 36. 39, 42, 44 sum = 11
3. Frustration of the need to achieve success	1. 3, 6. 11. 17. 19, 25, 29, 32, 35, 38, 41, 43; sum = 13
4. Fear of self-expression	27, 31, 34, 37, 40, 45; sum = 6
5. Fear of a situation of knowledge testing	2, 7, 12, 16, 21, 26; sum = 6
6. Fear of not meeting the expectations of others	3,8,13,17.22; sum = 5
7. Low physiological resistance to stress	9.14.18.23.28; sum = 5
8. Problems and fears in relationships with teachers	2,6,11,32.35.41.44.47; sum = 8

KEY TO QUESTIONS

results

1) The number of sign mismatches (“+” - yes, “-” - no) for each factor (absolute number of mismatches in percent:< 50 %; >50% and 75%).

for each respondent.

2) Representation of these data in the form of individual charts.

3) The number of mismatches for each dimension for the entire class; absolute value -< 50 %; >50% and 75%.

4) Representation of this data in the form of a diagram.

5) The number of students who have mismatches for a certain factor of 50% and 75% (for all factors).

6) Presentation of comparative results for repeated measurements.

7) Complete information about each student (according to test results).

General anxiety at school is the general emotional state of the child associated with various forms of his inclusion in the life of the school.
Experiences of social stress - the emotional state of the child, against which his social contacts develop (primarily with peers).
Frustration of the need to achieve success is an unfavorable mental background that does not allow the child to develop his needs for success, achieving a high result, etc.
Fear of self-expression - negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one's capabilities.
Fear of a situation of knowledge verification - a negative attitude and anxiety in situations of verification (especially in public) of knowledge, achievements, and opportunities.
Fear of not meeting the expectations of others - focus on the significance of others in assessing their results, actions, and thoughts, anxiety about the assessments given to others, the expectation of negative assessments.
Low physiological resistance to stress - features of the psychophysiological organization that reduce the child's adaptability to situations of a stressful nature, increase the likelihood of an inadequate, destructive response to an alarming environmental factor.
Problems and fears in relations with teachers are a general negative emotional background of relations with adults at school, which reduces the success of a child's education.

Questionnaire text.

Do you find it difficult to keep up with the whole class?

Do you get nervous when the teacher says he is going to test your knowledge of the material?

Do you find it difficult to work in the classroom the way the teacher wants?

Do you sometimes dream that the teacher is furious because you don't know the lesson?

Has anyone in your class ever hit or hit you?

Do you often wish your teacher would take your time explaining new material until you understand what he is saying?

Are you very anxious when answering or completing a task?

Does it happen to you that you are afraid to speak up in class because you are afraid of making a stupid mistake?

Do your knees tremble when you are called to answer?

Do your classmates often laugh at you when you play different games?

Do you ever get a lower grade than you expected?

Do you worry about the question of whether you will be left for the second year?

Do you try to avoid games where choices are made because you are usually not chosen?

Do you sometimes tremble all over when called to answer?

Do you often get the feeling that none of your classmates want to do what you want?

Do you get very nervous before starting a task?

Is it hard for you to get the grades your parents expect from you?

Are you afraid at times that you will feel sick in class?

Will your classmates laugh at you, will you make a mistake when answering?

Are you like your classmates?

After completing a task, do you worry about how well you did it?

When you work in class, are you sure that you will remember everything well?

Do you sometimes dream that you are at school and cannot answer the teacher's question?

Is it true that most guys are friendly to you?

Do you work harder if you know that your work will be compared in class with your classmates?

Do you often wish you were less anxious when asked questions?

Are you afraid to get into an argument at times?

Do you feel your heart start beating fast when the teacher says he is going to test your readiness for the lesson?

When you get good grades, do any of your friends think you want to curry favor?

Do you feel good with those of your classmates whom the guys treat with special attention?

Does it happen that some guys in the class say something that hurts you?

Do you think that those students who do not cope with their studies lose their disposition?

Does it seem like most of your classmates don't pay attention to you?

Are you often afraid to look ridiculous?

Are you satisfied with the way teachers treat you?

Does your mother help in organizing evenings, like other mothers of your classmates?

Have you ever worried about what others think of you?

Do you hope to study better in the future than before?

Do you think that you dress for school as well as your classmates?

When answering a lesson, do you often think about what other people think about you at that time?

Do bright students have any special rights that other children in the class do not have?

Do some of your classmates get angry when you manage to be better than them?

Are you satisfied with the way your classmates treat you?

Do you feel good when you are alone with a teacher?

Do your classmates sometimes make fun of your appearance and behavior?

Do you think you're more worried about your school stuff than other kids?

If you can't answer when asked, do you feel like you're about to cry?

When you lie in bed at night, do you sometimes worry about what will happen at school tomorrow?

When working on a difficult task, do you sometimes feel like you completely forgot things that you knew well before?

Does your hand tremble slightly when you are working on a task?

Do you feel nervous when the teacher says he is going to give the class an assignment?

Does testing your knowledge at school scare you?

When the teacher says that he is going to give the class an assignment, do you feel afraid that you won't be able to do it?

Have you ever dreamed that your classmates can do things that you can't?

When the teacher explains the material, do you think that your classmates understand it better than you?

On your way to school, are you worried that the teacher might give the class a test paper?

When you complete a task, do you usually feel that you are doing it poorly?

Does your hand tremble slightly when the teacher asks you to do an assignment on the blackboard in front of the whole class?

The Phillips School Anxiety Questionnaire (test) refers to standardized psychodiagnostic methods and allows assessing not only the general level of school anxiety, but also the qualitative peculiarity of experiencing anxiety associated with various areas of school life. The questionnaire is quite simple to conduct and process, therefore it has proven itself well when conducting frontal psychodiagnostic examinations.

The purpose of the technique. The questionnaire allows you to study the level and nature of school-related anxiety in children of primary and secondary school age.

Age restrictions. The questionnaire is designed to work with children of primary and secondary school age. It is optimally used in grades 3-7 of high school.

Diagnostic procedure. Diagnostics can be carried out both in individual and group form. Questions are presented either in writing or by ear. The presence of a teacher or class teacher in the room where the survey is being conducted is highly undesirable.

Necessary materials. To conduct the study, you need the text of the questionnaire, as well as sheets of paper according to the number of students.

Instruction.“Guys, now you will be offered a questionnaire, which consists of questions about how you feel at school. Try to answer sincerely and truthfully. There are no right or wrong, good or bad answers. But on the answer sheet, write your first name, last name, and class at the top. When answering a question, write down its number and the answer "+" if you agree with it, and "-" if you disagree.

Text of the methodology given below,

Questionnaire:

1. Do you find it difficult to keep up with the whole class?
2. Do you get nervous when the teacher says he is going to test how well you know the material?
3. Do you find it difficult to work in the classroom the way the teacher wants?
4. Did you dream that the teacher was furious because you didn't know the lesson?
5. Has anyone in your class ever hit or hit you?
6. Do you often wish your teacher would take your time explaining new material until you understand what he is saying?
7. Do you worry a lot when answering or completing a task?
8. Does it happen to you that you are afraid to speak up in class because you are afraid of making a stupid mistake?
9. Do your knees tremble when you are called to answer?
10. Do your classmates often laugh at you when you play different games?
11. Do you ever get a lower grade than you expected?
12. Are you worried about whether you will stay for a second year?
13. Do you try to avoid games in which choices are made because you are usually not chosen?
14. Does it happen at times that you are trembling all over when you are called to answer?
15. Do you often get the feeling that none of your classmates want to do what you want?
16. Do you worry a lot before starting a task?
17. Do you find it difficult to get the grades your parents expect from you?
18. Are you sometimes afraid that you will feel bad in class?
19. Will your classmates laugh at you if you make a mistake?
20. Do you look like your classmates?
21. After completing a task, do you worry about how well you did it?
22. When you work in class, are you sure that you remember everything well?
23. Do you sometimes dream that you are at school and cannot answer the teacher's question?
24. Is it true that most guys are friendly to you?
25. Do you work harder if you know that your work will be compared in class with your classmates?
26. Do you often dream of being less worried when you are being interviewed?
27. Are you afraid at times to get into an argument?
28. Do you feel that your heart begins to beat rapidly when the teacher says that he is going to test your readiness To lesson?
29. When you get good grades, do any of your friends think that you want to curry favor?
30. Do you feel good with those of your classmates who are treated with special attention by the guys?
31. Do your classmates sometimes say things that hurt you?
32. Do you think that those students who do not cope with their studies lose their disposition?
33. Do most of your classmates seem to ignore you?
34. Are you often afraid to look funny?
35. Are you satisfied with the way teachers treat you?
36. Does your mother help in organizing evenings, like other mothers of your classmates?
37. Have you ever worried about what others think of you?
38. Do you hope to study better in the future than now?
39. Do you think that you dress for school as well as your classmates?
40. When answering a lesson, do you often think about how you look from the outside?
41. Do bright students have any special rights that other children in the class do not have?
42. Do some of your classmates get angry when you manage to be better than them?
43. Are you satisfied with the way your classmates treat you?
44. Do you feel good when you are alone with a teacher?
45. Do your classmates sometimes make fun of your appearance and behavior?
46. Do you think that you worry about your school affairs more than other guys?
47. If you can't answer a teacher's question, do you feel like you're about to burst into tears?
48. Does it happen that you cannot fall asleep for a long time, thinking about what will happen at school tomorrow?
49. When working on a difficult task, do you sometimes feel that you have forgotten things that you used to know well?
50. Does your hand tremble a little when you write an independent work?
51. Do you feel nervous when the teacher says that he is going to give the class an assignment?
52. Does testing your knowledge at school scare you?
53. When a teacher gives independent work, do you feel fear that you will not cope with it?
54. Have you ever dreamed that you can't do a task that all your classmates can do?
55. When the teacher explains the material, do you think that your classmates understand it better than you?
56. On your way to school, do you worry that the teacher might ask you or give you a test?
57, When you complete a task, do you ever feel like you'll get a "2" for it?
58. Does your hand tremble a little when you do a task on the blackboard in front of the whole class?

Processing of results.

At the end of filling out the questionnaire, the number of discrepancies with each scale of the questionnaire and with the questionnaire as a whole is counted. Key: yes answers - 11, 20, 22, 24, 25,30,35, 36,38,39,41,43,44; “no” answers - 1-10, 12-19, 21, 23, 26-29, 31-34, 37, 40, 42, 45-58.
1. Total: 2, 3, 7, 12, 16, 21, 23, 26, 28, 46-58 (n = 22).
2. Experience of social stress: 5, 10, 15, 20, 24, 30, 33, 36, 39, 42, 44 (n = 11).
3. Frustration of the need to achieve success: 1, 3, 6, 11, 17, 19.25, 29, 32, 35, 38, 41, 43 (n = 13).
4. Fear of self-expression: 27, 31, 34, 37, 40, 45 (n = 6).
5. Fear of a knowledge testing situation: 2, 7, 12, 16, 21, 26 (n = 6).
6. Fear of not meeting the expectations of others: 3, 8, 13, 17, 22 (n = 5).
7. Low physiological resistance to stress: 9, 14, 18, 23, 28 (n = 5).
8. Problems and fears in relationships with teachers: 2, 6, 11, 32, 35, 41, 44, 47 (n = 8).

Interpretation of results.

The values of anxiety indicators exceeding 50% indicate increased anxiety, and those exceeding 75% indicate high anxiety of the child.

Deciphering the values of the scales of this questionnaire allows us to draw conclusions about the qualitative originality of the experience of school anxiety by each student.

1. General anxiety at school- the general emotional state of the child associated with various forms of his inclusion in the life of the school.

2. Experiencing social stress- the emotional state of the child, against which his social contacts develop (primarily with peers).

3. Frustration of the need to succeed- an unfavorable psychological background that does not allow the child to satisfy his needs for success, achieving a high result, etc.

4. Fear of self-expression- negative emotional experience of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one's capabilities.

5. Fear of a knowledge test situation- negative attitude and experience of anxiety in situations of verification (especially public) of knowledge, achievements, opportunities.

6. Fear of not meeting the expectations of others- focus on the significance of others in assessing their results, actions and thoughts, anxiety about the assessments given by others, the expectation of negative assessments.

7. Low physiological resistance to stress- features of the psychophysiological organization that reduce the child's adaptability to situations of a stressful nature, increase the likelihood of an inadequate, destructive response to an alarming environmental factor.

8. Problems and fears in relationships with teachers- the general negative background of relations with adults at school, which reduces the success of the child's education.

Description of the Phillips School Anxiety Test Method

School anxiety interferes with successful learning

emotions of the baby, which are associated with various forms of participation in school and classroom life in particular;
stress of a social nature - a condition that is associated with building relationships with peers;
indifferent attitude to personal success;
fear of showing their skills and abilities in the classroom, the need to speak in front of everyone;
expectation of negative evaluation from others;
inability to withstand stress, which manifests itself in a non-standard reaction to any irritating factors;
inability and unwillingness to build relationships with adults.

The famous American educator and motivational speaker Dale Carnegie said: “An anxious and harassed individual who is unable to adapt to the cruel real world breaks all contact with the environment and withdraws into his own imaginary world. So he tries to free himself from worries and worries.

Test procedure

Testing can be done in groups, but in this case there is a risk of children peeping into each other's work

Children are given forms with questions (for a written form of diagnosis) or leaflets with numbers from 1 to 58 (for oral).
The teacher makes recommendations: “These questions are about how you feel at school. You need to give an answer: “yes”, putting a plus next to the question number, or “no”, marking it with a minus sign. If the oral testing option is chosen, then the children need to be set up only to place the necessary signs corresponding to their answers.
Further, it should be stipulated that the questions must be answered sincerely, there can be no errors in the answers, since there are no bad or good, right or wrong options.
It is also necessary to warn schoolchildren: do not think about the answer for a long time, it is better to write the first thing that comes to mind.

If the teacher sees that the test-taker is thinking about the question for a long time, then it makes sense to approach him and try to explain the task again. In this case, it is impossible to answer for the test subject.

Files: Materials for diagnostics

Processing and interpretation of results

Questionnaire Keys:

1 -	7 -	13 -	19 -	25 +	31 -	37 -	43 +	49 -	55 -
2 -	8 -	14 -	20 +	26 -	32 -	38 +	44 +	50 -	56 -
3 -	9 -	15 -	21 -	27 -	33 -	39 +	45 -	51 -	57 -
4 -	10 -	16 -	22 +	28 -	34 -	40 -	46 -	52 -	58 -
5 -	11 +	17 -	23 -	29 -	35 +	41 +	47 -	53 -
6 -	12 -	18 -	24 +	30 +	36 +	42 -	48 -	54 -

Distribution of responses corresponding to anxiety syndromes:

Factors	Question numbers
General school anxiety	2,3,7, 12, 16,21,23,26,28,46,47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58; sum = 22
Being in a situation of social stress	5, 10, 15,20,24,30,33,36, 39,42, 44; sum = 11
No need for success	1,3,6, 11, 17, 19,25,29,32,35,38, 41, 43; sum = 13
Fear of any self-expression	27,31,34, 37, 40, 45; sum = 6
Fear of being called in class	2.7, 12, 16, 21, 26; sum = 6
Fear of not meeting the expectations of loved ones and significant people	3, 8, 13, 17, 22; sum = 5
Poor ability to physiologically withstand stress	9, 14, 18, 23, 28; sum = 5
Difficulties in relationships with teachers	2.6, 11.32.35.41.44.47; sum = 8

Typically, to work with children whose rates range from 50 to 75%, they use:

role-playing games that help to demonstrate that the teacher is the same person as everyone else, who has no reason to be afraid;
conversations to convince the student of the following: to achieve success in any business, it is important to be interested in it yourself;
situations of success: the child is offered a task with which he will definitely cope, so that his relatives and classmates will know about his achievement - this helps to cultivate self-confidence.

Purpose of the Phillips School Anxiety Test: The study of the level and nature of anxiety associated with school in children of primary and secondary school age.
The test consists of 58 questions that can be read to schoolchildren, or they can be offered in writing. Each question must be answered with a clear “Yes” or “No”.
Instruction.“Guys, now you will be offered a questionnaire, which consists of questions about how you feel at school. Try to answer sincerely and truthfully, there are no right or wrong, good or bad answers. Don't think too long about the questions.

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Phillips School Anxiety Test

The Phillips School Anxiety Test (Almanac of Psychological Tests, 1995) makes it possible to study in detail the level and nature of school-related anxiety in children of primary and secondary school age, to assess the emotional characteristics of a child's relationships with peers and teachers.

The indicators of this test give an idea of both general anxiety - the emotional state of the child associated with various forms of his inclusion in the life of the school, and private types of manifestations of school anxiety.

The test consists of 58 questions that can be read to schoolchildren or offered in writing. Each question must be answered unequivocally: “yes” or “no”.

Instruction

“Guys, now you will be offered a questionnaire, which consists of questions about how you feel at school. Try to answer sincerely and truthfully, there can be no right or wrong, good or bad answers. Don't think too long about the questions.

On the answer sheet at the top, write down your first name, last name, and class. When answering a question, write down its number and the answer: "+" if you agree with it, or "-" if you do not agree.

Processing and interpretation of results

When processing the results, questions are selected, the answers to which do not match the test key. For example, the child answered “yes” to the 58th question, while in the key this question corresponds to«- ”, which means the answer is “no”. Answers that do not match the key are manifestations of anxiety. Processing counts:

1. The total number of mismatches for the entire test. If it is more 50% of the total number of questions, we can talk aboutincreased anxietychild, if more 75% - about high anxiety.

2. The number of matches for each of the 8 types of anxiety. The level of anxiety is determined in the same way as in the first case. The general internal emotional state of the student is analyzed, which is largely determined by the presence of certain anxiety syndromes (factors) and their number.

Factors	number of questions
1. General anxiety at school	2,4,7,12,16,21,23,26,28,46,47,48,49,50,51,52,53,54,55,56,57,58 ∑=22
2. Experience social stress	5,10,15,20,24,30,33,36,39,42,44 ∑=11
3. Frustration of the need to achieve success	1,3,6,11,17,19,25,29,32,35,38,41,43 ∑=13
4. Fear of self-expression	27,31,34,37,40,45 ∑=6
5. Fear of a situation of knowledge testing	2,7,12,16,21,26 ∑=6
6. Fear of not meeting the expectations of others	3,8,13,17,22 ∑=5
7. Low physiological resistance to stress	9,14,18,23,28 ∑=5
8. Problems and fears in relationships with teachers	2,6,11,32,35,41,44,47 ∑=8

1. General anxiety at school - the general emotional state of the child associated with various forms of his inclusion in the life of the school.

2. The experience of social stress is the emotional state of the child, against which his social contacts develop (primarily with peers).

3. Frustration of the need to achieve success - an unfavorable mental background that does not allow the child to develop his needs for success, achieving a high result, etc.

4. Fear of self-expression - negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one's capabilities.

5. Fear of a situation of knowledge verification - a negative attitude and anxiety in situations of verification (especially in public) of knowledge, achievements, opportunities.

6. Fear of not meeting the expectations of others - focus on the significance of others in assessing their results, actions and thoughts, anxiety about the assessments given to others, the expectation of negative assessments.

7. Low physiological resistance to stress - features of the psychophysiological organization that reduce the child's adaptability to situations of a stressful nature, increase the likelihood of an inadequate, destructive response to an alarming environmental factor.

8. Problems and fears in relations with teachers - a general negative emotional background of relations with adults at school, which reduces the success of a child's education.

Presentation of results

1. The number of sign discrepancies (“+” - yes, “-” - no) is calculated for each factor (absolute number of discrepancies in percent: 50; >75) for each respondent. This data is presented in the form of individual charts.

2. The number of mismatches for each dimension for the entire class is counted (absolute value in percent: 50; >.75). The data is presented in the form of a chart.

3. The number of students with discrepancies in a certain factor > 50% and > 75% (for all factors) is calculated.

4. Comparative results are presented for repeated measurements.

5. Complete information is collected about each student (according to test results).

The results obtained can be presented inpivot table,including results that exceed the norm. This way of presenting will facilitate a general analysis of the results for the class as a whole, as well as a comparative analysis of data for different classes.

The text of the Phillips questionnaire

Is it difficult for you to keep on the same level of knowledge with the whole class?
Do you get nervous when the teacher says he is going to test your knowledge of the material?
Do you find it difficult to work in the classroom the way the teacher wants?
Do you sometimes dream that the teacher is furious because you don't know the lesson?
Has anyone in your class ever hit or hit you?
Do you often wish your teacher would take your time explaining new material until you understand what he is saying?
Are you very anxious when answering or completing a task?
Does it happen to you that you are afraid to speak out in class because you are afraid of making a stupid mistake?
Do your knees tremble when you are called to answer?
Do your classmates often laugh at you when you play different games?
Do you ever get a lower grade than you expected?
Do you worry about the question of whether you will be left for the second year?
Do you try to avoid games where choices are made because you are usually not chosen?
Do you sometimes tremble all over when called to answer?
Do you often get the feeling that none of your classmates want to do what you want?
Do you get very nervous before starting a task?
Is it hard for you to get the grades your parents expect from you?
Are you afraid at times that you will feel sick in class?
Will your classmates laugh at you if you make a mistake when answering?
Are you like your classmates?
After completing a task, do you worry about how well you did it?
When you work in class, are you sure that you will remember everything well?
Do you sometimes dream that you are at school and cannot answer the teacher's question?
Is it true that most guys are friendly to you?
Do you work harder if you know that your work will be compared in class with your classmates?
Do you often daydream about being less worried when asked questions?
Are you afraid to get into an argument at times?
Do you feel your heart start beating fast when the teacher says he is going to test your readiness for the lesson?
When you get good grades, do any of your friends think you want to curry favor?
Do you feel good with those of your classmates whom the guys treat with special attention?
Does it happen that some guys in the class say something that hurts you?
Do you think that those students who do not cope with their studies lose the favor of the rest?
Does it seem like most of your classmates don't pay attention to you?
Are you often afraid to look ridiculous?
Are you satisfied with the way teachers treat you?
Does your mother help in organizing evenings, like other mothers of your classmates?
Have you ever worried about what others think of you?
Do you hope to study better in the future than before?
Do you think that you dress for school as well as your classmates?
When answering a lesson, do you often think about what other people think of you at that time?
Do bright students have any special rights that other children in the class do not have?
Do some of your classmates get angry when you manage to be better than them?
Are you satisfied with the way your classmates treat you?
Do you feel good when you are alone with a teacher?
Do your classmates sometimes make fun of your appearance and behavior?
Do you think you're more worried about your school stuff than other kids?
If you can't answer when asked, do you feel like you're about to cry?
When you lie in bed at night, do you sometimes worry about what will happen at school tomorrow?
When working on a difficult task, do you sometimes feel like you completely forgot things that you knew well before?
Does your hand tremble slightly when you are working on a task?
Do you feel nervous when the teacher says he is going to give the class an assignment?
Does testing your knowledge at school scare you?
When the teacher says that he is going to give the class an assignment, do you feel afraid that you won't be able to do it?
Have you ever dreamed that your classmates can do things that you can't?
When the teacher explains the material, do you think that your classmates understand it better than you?
On your way to school, are you worried that the teacher might give the class a test paper?
When you complete a task, do you usually feel that you are doing it poorly?
Does your hand tremble slightly when the teacher asks you to do an assignment on the blackboard in front of the whole class?

Summary table of Phillips test results

Class __________ Date ______________________

FI student	Indicators by types (factors) of anxiety (in %)
FI student		alarm

Note: the numbers of factors in the table correspond to the types of anxiety described in the text.

Surname, name _________________________________________________________________

Class __________________ Date _____________________________________________