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Special education a provision and an adjacent system: exemplified through test anxiety
Umeå University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0002-9195-4816
2015 (English)In: Journal of psychology and behavioral science, ISSN ISSN 2374-2380 (Print) 2374-2399 (Online), Vol. 3, no 2, 10-19 p., PBS-1125Article in journal (Refereed) Published
Abstract [en]

In the context of the recently released DSM-5, here is discussed a common emotional experience among pupils and students, test anxiety, and demonstrated its multifaceted character, which terminates eligibility for both special educational and medical services. Severe test anxiety is associated with a huge range of deleterious life trajectories. However, it is also a biological reality; normative in its origin and in essence benign. Present paper merges the latest knowledge from different disciplines, and presents measures for theory and practice. Because intense and excessive test anxiety seems to be highly prevalent and the pathological symptoms are similar to those of other childhood anxiety disorders childhood test anxiety warrants attention.

Place, publisher, year, edition, pages
American Research Institute for Policy Development , 2015. Vol. 3, no 2, 10-19 p., PBS-1125
Keyword [en]
childhood; special education; school health care; generative knowledge; DSM-5
National Category
Research subject
educational work; Psychology; Psychiatry
URN: urn:nbn:se:umu:diva-113382DOI: 10.15640/jpbs.v3n2a2OAI: diva2:883455

This work was supported by the Swedish Research Council under Grant number 721-2011-2331.

Available from: 2015-12-17 Created: 2015-12-17 Last updated: 2016-03-04Bibliographically approved

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Nyroos, Mikaela
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