Purpose of the Phillips School Anxiety Test: 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 students or can be asked in writing. Each question requires a clear answer “Yes” or “No”.
Instructions.“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 about the questions for too long.

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Phillips School Anxiety Test

The Phillips School Anxiety Test (Almanac of Psychological Tests, 1995) allows you to study in detail the level and nature of school-related anxiety in children of primary and secondary school age, and to assess the emotional characteristics of the 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 school life, and about specific types of manifestation of school anxiety.

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

Instructions

“Guys, now you will be asked 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 about the questions for too long.

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 answer: “+” if you agree with it, or “-” if you disagree.”

Processing and interpretation of results

When processing the results, questions are identified whose answers do not coincide with the test key. For example, the child answered “yes” to the 58th question, while in the key this question corresponds«- ”, that is, the answer is “no”. Answers that do not match the key are manifestations of anxiety. During processing the following is calculated:

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% - o high anxiety.

2. 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.

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

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

3. 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 high results, 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 knowledge testing situations - a negative attitude and the experience of anxiety in situations of testing (especially public) knowledge, achievements, and opportunities.

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

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

8. Problems and fears in relationships with teachers are a general negative emotional background of relationships with adults at school, reducing the success of a child’s education.

Presentation of results

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

2. The number of discrepancies for each dimension for the entire class is calculated (absolute percentage: 50; >.75). The data is presented in the form of a chart.

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

4. For repeated measurements, comparative results are presented.

5. Complete information about each student is collected (based on test results).

The results obtained can be presented inpivot table,by including results that exceed the norm. This method of presentation 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.

Phillips Questionnaire text

1. Is it difficult for you to stay on the same level of knowledge with the whole class?
2. Do you get nervous when your teacher says he's going to test how much you know about the material?
3. Do you find it difficult to work in class the way the teacher wants you to?
4. Do you sometimes dream that your teacher is furious because you don't know your lesson?
5. Has anyone in your class ever hit or hit you?
6. Do you often wish your teacher would take his time explaining new material until you understand what he is saying?
7. Do you get very nervous when answering or completing a task?
8. Does it ever 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 shake 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 be retained for a second year?
13. Do you try to avoid games that involve choices because you usually don't get chosen?
14. Does it happen at times that you tremble 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 get very nervous before starting a task?
17. Is it difficult for you to get the grades your parents expect from you?
18. Are you sometimes afraid that you will feel sick in class?
19. Will your classmates laugh at you if you make a mistake in your answer?
20. Are you like your classmates?
21. After completing a task, do you worry about whether you did a good job?
22. When you work in class, are you confident that you will 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 treat you in a friendly manner?
25. Do you work harder if you know that your work will be compared in class with that of your classmates?
26. Do you often wish you could worry less when people ask you questions?
27. Are you afraid to get into an argument at times?
28. Do you feel your heart start beating fast when the teacher says he is going to test your readiness for class?
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 to whom the guys treat with special attention?
31. Does it happen that some kids in class say something that offends you?
32. Do you think those students who fail in their studies lose favor with others?
33. Does it seem like most of your classmates don't pay attention to you?
34. Are you often afraid of looking ridiculous?
35. Are you satisfied with the way your teachers treat you?
36. Does your mother help organize 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 before?
39. Do you think that you dress as well as your classmates for school?
40. Do you often think about what others are thinking about you while answering in class?
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 the teacher?
45. Do your classmates sometimes make fun of your appearance and behavior?
46. Do you think you worry about your schoolwork more than other kids?
47. If you can't answer when someone asks you, do you feel like you're about to cry?
48. When you lie in bed in the evening, do you sometimes think anxiously about what will happen at school tomorrow?
49. When working on a difficult task, do you sometimes feel that you have completely forgotten things that you knew well?
50. Does your hand shake slightly when you are working on a task?
51. Do you feel yourself getting nervous when the teacher says he's going to assign the class an assignment?
52. Does having your knowledge tested at school scare you?
53. When your teacher says he's going to give the class an assignment, do you feel afraid that you won't be able to complete it?
54. Have you sometimes dreamed that your classmates can do something that you cannot?
55. When the teacher explains the material, do you feel like your classmates understand it better than you?
56. On the way to school, do you worry that the teacher might give the class a test?
57. When you complete a task, do you usually feel that you are doing it poorly?
58. Does your hand shake slightly when the teacher asks you to do a task on the board in front of the whole class?

Summary table of Phillips test results

Class__________ Date ______________________

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

Last name, first name _________________________________________________________________

Class __________________ Date ________________________________________________

Methodology 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 students or can be asked in writing. Each question requires a clear answer “Yes” or “No”.

Instructions: “Guys, now you will be asked 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 about the questions for too long.

When answering a question, write down its number and the answer “+” if you agree with it, or “-” if you disagree.”

Processing and interpretation of results.

When processing the results, questions are identified; the answers to which do not match the test key. For example, to the 58th question the child answered “Yes,” 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. During processing the following is calculated:

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

2. The number of matches for each of the 8 anxiety factors identified 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.

1) The number of mismatches of signs (“+” - yes, “-” - no) for each factor (absolute number of mismatches as a percentage:< 50 %; >50% and 75%).

For each respondent.

2) Presentation of this data in the form of individual diagrams.

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

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

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

6) Presentation of comparative results during repeated measurements.

7) Complete information about each student (based on test results).

1. General anxiety at school is the general emotional state of a child associated with various forms of his inclusion in school life.
2. Experiences of social stress are the emotional state of a child, against the background of which his social contacts develop (primarily with peers).
3. 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 high results, 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 knowledge testing situations - a negative attitude and the experience of anxiety in situations of testing (especially public) knowledge, achievements, and opportunities.
6. Fear of not meeting the expectations of others - a focus on the importance of others in assessing one's results, actions, and thoughts, anxiety about the assessments given by others, the expectation of negative assessments.
7. Low physiological resistance to stress is a characteristic of the psychophysiological organization that reduces a child’s adaptability to stressful situations and increases the likelihood of an inadequate, destructive response to a disturbing environmental factor.
8. Problems and fears in relationships with teachers are a general negative emotional background of relationships with adults at school, reducing the success of a child’s education.

Studying 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 a rating scale, and moral guidelines. There are a number of obstacles on the way to the development of a child’s emotional and personal sphere, one of which can be considered school anxiety. To diagnose its level, the Phillips technique is used.

Description of the Phillips method for determining the level of school anxiety

British psychotherapist Adam Phillips in the mid-twentieth century, after conducting several dozen observations of schoolchildren of different ages in classroom 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. A mental state in which a person experiences strong anxiety 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 their peers, children need to accept and understand themselves.

School anxiety hinders successful learning

As stimulus material, the author proposed using a questionnaire consisting of 58 items requiring an unambiguous answer: “yes” or “no.” Based on the results of the study, using the Phillips technique, we can draw a conclusion about the degree of anxiety of the child and the nature of its manifestations. As for the last indicator, the test helps to identify the following aspects:

• the baby’s emotions, which are associated with various forms of participation in school and classroom life in particular;
• social stress - a condition that is associated with building relationships with peers;
• indifferent attitude towards personal success;
• fear of showing your skills in class, of having 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 off all contact with the environment and retreats into his own imaginary world. So he tries to free himself from worries and worries.”

Testing procedure

Testing can be done in groups, but in this case there is a risk of children peeking at each other’s work

The test is administered to children aged 6–13 years, either orally or in writing. Work can be organized either individually with each child or in a group. It is important to clearly formulate the conditions and rules for testing:

1. Children are given forms with questions (for a written form of diagnosis) or pieces of paper with numbers from 1 to 58 (for an oral one).
2. The teacher voices recommendations: “You have questions about how you feel at school. You need to answer: “yes” by putting a plus next to the question number, or “no” by marking it with a minus sign.” If the oral testing option is chosen, then children need to be trained only to place the necessary signs that correspond to their answers.
3. Next, it should be stipulated that the questions must be answered sincerely; there can be no mistakes in the answers, since there are no bad or good, right or wrong options.
4. It is also necessary to warn schoolchildren: they should 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 subject.

Files: Diagnostic materials

Processing and interpretation of results

When analyzing the answers, the numbers of those questions that do not coincide with the key are emphasized: for example, if the test taker put “-” as the answer to question No. 41, and the key says “+”, then the factor to which this task relates will be the indicator the nature of anxiety (in the example under consideration - an indifferent attitude towards success).

Keys to the questionnaire:

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 agree, then we can confidently say that the student is experiencing severe anxiety.

Distribution of answers corresponding to anxiety syndromes:

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

Typically, when working with children whose indicators vary from 50 to 75%, the following are used:

• role-playing games that help demonstrate that the teacher is a person like everyone else and there is no reason to be afraid of him;
• 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 that he will definitely cope with, so that his relatives and classmates will know about his achievement - this helps to cultivate confidence in his abilities.

If a student’s answers have many discrepancies (over 75%), then a correction program should be developed by a child psychologist together with the teacher and parents. In this case, the child needs professional help.

Phillips School Anxiety Inventory

The Phillips School Anxiety Questionnaire is one of the standardized psychodiagnostic methods and allows you to assess not only the general level of school anxiety, but also the qualitative uniqueness of the experience of anxiety associated with various areas of school life. The questionnaire is quite simple to administer and process, so 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 anxiety associated with school in children of primary and secondary school age.

Age restrictions. The questionnaire is intended for use with children of primary and secondary school age. Its optimal use is in grades 3-7 of secondary school.

Diagnostic procedure. Diagnostics can be carried out both individually and in group form. Questions are presented either in writing or orally. 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.

Instructions.“Guys, now you will be asked 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 at the top, write your first name, last name and class. When answering a question, write down its number and the answer “+” if you agree with it, and “-” if you disagree.”

Text of the methodology is given below

1. Is it difficult for you to stay on the same level 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 class the way the teacher wants you to?

4. Have you ever dreamed that the teacher is furious because you don’t know the lesson?

5. Has it ever happened that someone in your class hit or hit you?

6. Do you often want the teacher to take his time when 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 ever 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 shake when you are called to answer?

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

11. Does it happen that you are given 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 that involve choices because you usually don't get chosen?

14. Does it happen at times that you tremble all over when you are called to answer?

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

16. Do you get very nervous before starting a task?

17. Is it difficult for you to get the grades that 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. Are you like your classmates?

21. After completing a task, do you worry about whether you did it well?

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 treat you in a friendly manner?

25. Do you work more hard if you know that the results of your work will be compared in class with the results of your classmates?

26. Do you often wish you could worry less when being interviewed?

27. Are you sometimes afraid to get into an argument?

28. Do you feel your heart start beating fast when the teacher says 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 to whom the guys treat with special attention?

31. Does it happen that your classmates say things that are offensive to you?

32. Do you think those students who fail to cope with their studies lose their favor?

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

34. Are you often afraid to look funny?

35. Are you satisfied with the way your 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 you do now?

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

40. When answering in class, do you often think about how you look from the outside?

41. Do capable 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 left alone with the 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 cry?

48. Does it happen that you can’t 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 slightly when you write an independent work?

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

52. Does testing your knowledge at school scare you?

53. When a teacher gives you independent work, do you feel afraid that you won’t be able to cope with it?

54. Have you sometimes dreamed that you couldn’t do a task that all your classmates could do?

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

56. On the way to school, are you worried that the teacher might ask you questions or give you a test?

57, When you complete a task, does it ever happen that you feel like you will get a “2” for it?

58. Does your hand tremble slightly when you do a task on the board in front of the whole class?

Processing the results.

Upon completion of filling out the questionnaire, the number of discrepancies with each scale of the questionnaire and with the questionnaire as a whole is calculated. Key: answers “yes” - 11, 20, 22, 24, 25,30,35, 36,38,39,41,43,44; answers “no” - 1-10, 12-19, 21, 23, 26-29, 31-34, 37, 40, 42, 45-58.

1. General school anxiety: 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 knowledge testing situations: 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.

Values ​​of anxiety indicators exceeding 50 percent indicate increased anxiety, and values ​​exceeding 75% indicate high anxiety in the child.

Decoding the values ​​of the scales of this questionnaire allows us to draw conclusions about the qualitative uniqueness of each student’s experience of school anxiety.

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 the background of which his social contacts develop (primarily with peers).

3. Frustration of the need to achieve success- an unfavorable psychological background that does not allow the child to satisfy his needs for success, achieving high results, 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 knowledge testing situation- negative attitude and anxiety in situations of testing (especially public) knowledge, achievements, and capabilities.

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

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

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