Book contents
- Dyslexia in Higher Education
- Dyslexia in Higher Education
- Copyright page
- Contents
- List of Figures
- Preface
- Chapter 1 Introductory Chapter
- Chapter 2 Dyslexia, Anxiety and Social/Emotional Barriers in Higher Education
- Chapter 3 Theories of Anxiety and Coping
- Chapter 4 Identification of the Prevalence of Anxiety
- Chapter 5 Effects of Dyslexia and Emotional Responses to Academic Tasks
- Chapter 6 Cognitive Techniques to Overcome Barriers to Learning
- Chapter 7 Emotional Techniques to Overcome Barriers to Learning
- Chapter 8 Theoretical Insights into Dyslexic Anxiety and Coping Responses
- Chapter 9 Concluding Thoughts and Moving Forwards
- Book part
- Index
- References
Chapter 4 - Identification of the Prevalence of Anxiety
Published online by Cambridge University Press: 21 October 2021
Book contents
- Dyslexia in Higher Education
- Dyslexia in Higher Education
- Copyright page
- Contents
- List of Figures
- Preface
- Chapter 1 Introductory Chapter
- Chapter 2 Dyslexia, Anxiety and Social/Emotional Barriers in Higher Education
- Chapter 3 Theories of Anxiety and Coping
- Chapter 4 Identification of the Prevalence of Anxiety
- Chapter 5 Effects of Dyslexia and Emotional Responses to Academic Tasks
- Chapter 6 Cognitive Techniques to Overcome Barriers to Learning
- Chapter 7 Emotional Techniques to Overcome Barriers to Learning
- Chapter 8 Theoretical Insights into Dyslexic Anxiety and Coping Responses
- Chapter 9 Concluding Thoughts and Moving Forwards
- Book part
- Index
- References
Summary
This chapter provides substantial new evidence in relation to the problem of anxiety for the dyslexic university student. It presents findings from a survey used to measure differences between 102 dyslexic students and seventy-two non-dyslexic students and showing a statistically significant effect for the dyslexic sample for higher levels of academic anxiety. The approach used to obtain the results is briefly explained to verify that the instrument used adhered to high levels of validity and reliability. The survey is a confirmatory replication of Carroll and Iles’s (2006) small-scale study, on the grounds that items in their questionnaire had been based on two established and copyright-free questionnaires, both of which had been tested and retested for internal consistency and reliability. The t-test results between the dyslexic and non-dyslexic groups are presented graphically as box plots, a visually clear way of representing statistical data that distinctly shows differences between the two samples. This is broken down further by providing a table showing eleven individual items from the questionnaire where dyslexic students scored significantly higher levels of academic anxiety than their non-dyslexic peers.
- Type
- Chapter
- Information
- Dyslexia in Higher EducationAnxiety and Coping Skills, pp. 118 - 151Publisher: Cambridge University PressPrint publication year: 2021
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