Zile Inta, Bite Ieva, Krumina Indra, Folkmanis Valdis, Tzivian Lilian
Faculty of Medicine, University of Latvia, LV-1004 Riga, Latvia.
Faculty of Psychology, University of Latvia, LV-1586 Riga, Latvia.
Int J Environ Res Public Health. 2021 May 27;18(11):5784. doi: 10.3390/ijerph18115784.
The main objective of this study was to investigate the association between final-year students' anxiety level and quality of life (QOL) with their academic achievements. A longitudinal study was performed in regular schools and in high-rated gymnasiums at the beginning and at the end of the school year. Multiple linear regression models were built for the association between level of anxiety/QOL with academic achievements. Type of school and gender-but not the level of anxiety-were the main predictors of academic achievements of 287 adolescents (e.g., for mathematics, the effect estimates were: β = -1.71 [95% confidence interval -2.21; -1.21]; β = -0.50 [-0.95; -0.06], β = 0.09 [-0.02; 0.20] for the type of school, gender, and changes in level of anxiety, respectively). To conclude, particular efforts should be made to reduce the level of anxiety in girls, especially those that study in high-rated schools.
本研究的主要目的是调查即将毕业的学生的焦虑水平和生活质量（QOL）与他们学业成绩之间的关联。在学年开始和结束时，在普通学校和高评分的文理中学进行了一项纵向研究。针对焦虑水平/生活质量与学业成绩之间的关联建立了多元线性回归模型。学校类型和性别（而非焦虑水平）是287名青少年学业成绩的主要预测因素（例如，对于数学，效应估计值分别为：学校类型β = -1.71 [95%置信区间 -2.21；-1.21]；性别β = -0.50 [-0.95；-0.06]；焦虑水平变化β = 0.09 [-0.02；0.20]）。总之，应特别努力降低女孩的焦虑水平，尤其是那些在高评分学校就读的女孩。
