Education System Vs. Finlad's Educational System

Participants underwent a screening process to ensure eligibility and were then randomly assigned to a treatment, or a control group. Those in the worry exposure group were trained to listen to one worry image at a time for 20-30 minutes and use a 0-100 SUDS scale to measure anxiety. Students placed in the expressive writing group were told to write about their academic worry in detail for 20 minutes per session. Audio-photic stimulation was administered through headphones for 35 minutes at a time, and programmed for worry reduction. The participants continued this for one month before being evaluated again for pathological academic stress.

With over 2600 students in grades 9-12, and a caseload of 400+, maintaining and developing socially, emotionally, and balanced students can be a challenge when student abilities do not always match the expectations of stakeholders. Though my school is diverse, socioeconomic status is a contributing factor when it comes to expectations, college admittance, and overall student success. Socioeconomic status increases stress because parents expect their child to get into a top university, and many are not open to a community college, even if that is what would be best for the student. For these reasons, I have identified stress and anxiety as the identified critical need. Of last year’s graduating class, 92% attended a college or university, with 63% of those attending a four-year institution. In addition, our school administered over 550 Advanced Placement (AP) exams to 10th–12th

These days students are going through a variety of stress related problems that tie back to school work in the classroom. These problems range from how to understand what’s

This text proposes to display the results of a study that was conducted by selecting a random sampling of students. Information was gathered and scored about their study habits and their anxiety levels at exam time. The goal was to determine whether or not there was a significant level of correlation between the numbers of hours that students studied in relation to the level of anxiety that the students experienced at exam time. As researchers the aim was to disprove the null hypothesis that states there is no correlation between the two variables and to prove the alternate hypothesis that states that the anxiety at exam time is directly

The Symptoms-Distress Checklist was used to identify the participants’ stress levels as well as any depressive symptoms. And lastly, a math exam was crafted to assess if the students’ test anxiety would be reduced. After Ankisola, Esther F., & Nwajei, Augustina D. (2013) had given out the measurements (excluding the math exam) for students to take, they only identified 72 participants to partake in the last phase of their study due to their high test anxiety levels. In the last phase, the researchers wanted to implement cognitive restructuring or deep breathing exercises. The participants were then separated into three groups. The first section of participants were in the control group, where they didn’t receive anything to help reduce their anxiety. Group two was given the deep breathing exercises and to do at least ten minute exercises 8 times. The last group was given cognitive restructuring, which had to be done 6 times for twenty minutes, and deep breathing exercises which was done the same as group two. Afterwards, all participants had to take the math exam under the same

Education is a very powerful tool in the twenty-first century; the power of knowledge allows an individual to advance his social and economic status. “Project Classroom Makeover” by Cathy Davidson demonstrates the necessity of a customized education system in modern America while explaining why traditional learning is slowly reversing true American values. Since the late 1800s, the United States of America has developed a reputation of “rags to riches” because of the success stories of John D. Rockefeller, Henry Ford, and Andrew Carnegie. The belief that anyone can achieve the American Dream turned the United States into one of the most omnipotent countries in the world. However, recently, the federal government has treated education secondary to homeland security, welfare, and health care. Other countries such as Korea, Finland, India, China, and Switzerland have surpassed America in education, technology, and math and science rankings. Cathy Davidson’s, “Project Classroom Makeover”, exhibits that the United States has reached its pinnacle and the education system is slowly failing millennials due to its inability to adjust its curriculum to accommodate the ever-changing technological age.

The graduation rate in the United States is approximately 76 percent compared to the graduation rate in Finland which is 95 percent. Based on this major gap one can conclude that there are differences between both school systems. Students’ education system in the United States have a major dark side. This prohibits students’ from learning during school hours. Though many might feel that the American education system is a model of success, compared to the educational system in Finland, the American education system is in dire need of reform.

The United States holds its education system to a high standard and it attracts immigrants from all over the world. Going to school in the United States is said to open opportunities that would not have otherwise been presented. Unfortunately, education is not as student-tailored as it should be. Over time, education has been made a part of the “system”, which allowed it to be rationalized. Students are judged on how well they can perform on multiple standardized exams and higher education is more expensive than ever. Rationalization of the education system has made it a business; a part of the economy. By making higher education costly, it has also weaved out the disadvantaged and allowed for more efficiency. Efficiency, predictability and precision has become the goal. Education has moved away from allowing individual assessment and pushes for a collective knowledge.

A good way to become and stay a valuable member of the United States is to get an education. While this is not named in the Constitution, it is an essential part in becoming an informed and productive US citizen. This is because education is not only one of the key components used to creating the United States; it is also what has been used for millenniums in order to build great and prosperous civilizations such as: The Roman Empire, The French Republic, Great Britain, The Kingdom of Spain, etc. An extraordinary educational system allowed these sophisticated cultures to transform from a dream into the historical innovators. Sadly, The United States educational system is in trouble. Just over 200 years ago, The United States proudly

Anxiety can bring about a lot of diversion, and when a school starts to experience large amounts of weight on a reliable premise, its individual and aggregate intellectual prowess starts to be efficiently siphoned off, diminishing the ability to develop and advance.

Are we lacking something in our education system? If so, what is it? If our system is failing, we need to find why it is, before we place our youth at a great risk in the global market. America needs to keep American youth at an equivalent academic level as the Asian and European nations.

According to the Anxiety and Depression Association of America (ADAA), anxiety disorders are the most common mental health problem, but many types of anxiety exist. The most frequent among children and adolescents is the infamous “test anxiety” (“Live and Thrive,” 2016). Sixteen to twenty percent of students in the U.S. experience high levels of test anxiety; another eighteen percent carry moderate levels of test anxiety. Since 2010, test anxiety levels in schools have risen over twenty percent due to the drastic requirements used for college entrance and state exams (Driscoll, n.d., p.1). Even a typical test can send these students into a panic. This makes perfectionists and adolescents with

Generalized anxiety is a problem that the United States faces nationwide. As we grow older and move into educational settings that are more taxing, anxiety becomes more prevalent. Today, college students are facing more stress than ever before. They are constantly pushed to be the best they can be, to be in the most extracurricular activities they can be in, and to attend the best schools possible. All of these goals and high expectations lead students to be harder on themselves, which makes other aspects of their life fall by the wayside, leading to high levels of stress and pressure.

College students are susceptible to increased anxiety due to academic stress, identity confusion, and complete responsibility.

Based on these findings from research done previously I feel that this study is important. Firstly, we need to understand what causes the stressors and how it affects the individual. For example, if you have an entire university with stressed students, not being productive, not performing well academically perhaps thinking of dropping out of university because of the overwhelming anxiety; it can be detrimental to the institution in terms of status and students in terms of individual realisation. Secondly, we soon have to formulate effective and efficient stress management guidelines as we