Theory Review: Anxiety in Learning - Josie Campbell

 Theory Review: Anxiety in Learning

Josie Campbell

Department of Educational Studies, Ball State University 

EDAC 635: Strategies for Teaching Adults 

Dr. Bo Chang 

February 21, 2021

Name	Commented On
Josie Campbell	Andrew Kissell

“Anxiety is a nonspecific emotion that arises in response to an unlabeled fear or an unidentified source of danger (Rowe, 1975, as cited in MacKeracher, 2004, p. 125). There has been an ample amount of research completed on the relationship between anxiety and learning. “A general conclusion of this research is that anxiety interferes with the academic achievement of college students” (Rosenfeld, 1978, p. 151). Anxiety impacts learning in more ways than one. The relationship between anxiety and learning is not one directional and it encompasses both negative and positive outcomes. Anxiety has the power to motivate or discourage. Typically, anxiety has a negative connotation when it is discussed in relation to learning because it can be debilitating for learners.

Main Theoretical Points

There is a direct relationship between anxiety and learning, performance and academic achievement (Rosenfeld, 1978). Furthermore, research has shown that anxiety results in deficient inductive reasoning, slowed decision latencies, shallow depth processing, reduced memory span, impaired attention control, biased memory recall for negative event, mis- or non-achievement, incapability and mal-performance (Bigdeli, 2010).

“There are two kinds of anxiety associated with learning: ‘learning anxiety’ and ‘survival anxiety’” (Couto, 2014, p. 5). Learning anxiety begins when a learner is afraid to try something new as a result of fear that it will be too difficult, the learner feels that they will look stupid in the attempt or that learners will have to end old habits that have worked for them in the past (Couto, 2014). Learning something new can threaten a learner’s self-esteem and even their identity in extreme cases (Couto, 2014). Without survival anxiety, which is “the horrible realization that in order to make it, you’re going to have to change,” no one would ever try to change because an individual’s learning anxiety is the basis for their resistance to change (Couto, 2014). Couto (2014) compares learners to prisoners of war and states that both groups of individuals experience so much hopelessness through survival anxiety that eventually they become open to the possibility of learning. Nonetheless, individuals can remain in a state of despair permanently if their survival anxiety does not exceed their learning anxiety.

Marilyn Taylor’s model of The Learning Cycle: Critical Points in The Inquiry discusses a disorientation phase where “confusion, anxiety and tension increase and the learner experiences a crisis of self-confidence” (MacKeracher, 2004, p. 64). Once a learner enters this phase, they may begin to withdraw from others as a result of feeling inadequate or because they blame others for their confusion (MacKeracher, 2004). Typically, the facilitator is to blame for confusion in formal learning environments. Consequently, learners begin to disengage from the relationship most likely to offer the support necessary to make sense of the disconfirming event or destabilizing experience (MacKeracher, 2004).

Prior to the disorientation phase, a disconfirming event or destabilizing experience occurs for the learner. The disconfirming event tends to occur because the learner encounters change and a discrepancy between expectations and reality occur. MacKeracher (2004) provides an example of a disconfirming event as a young mother who begins working full-time and brings change to her family’s dynamics. Sometimes the change that leads to a disconfirming event is sought after but most times it is unanticipated. A middle-aged adult learner who decides to return to school but has not been in school since their teenage years may also experience a disconfirming event or destabilizing experience. Consequently, the learner may begin to experience anxiety.

In theory, once a learner has a destabilizing experience or a disconfirming event and the disorientation phase begins, learners should begin to name the central issue problem “or source of confusion by entering into interactions with others” (MacKeracher, 2004, p. 66). However, some learners enter the decremental cycle of learning (MacKeracher, 2004). The decremental cycle of learning occurs when learners “enter a protracted disorientation phase and deny they have a problem or blame others for their current situation” (MacKeracher, 2004, p. 67). The first phase of the decremental cycle is the disorientation phase. The second phase of the decremental cycle is the construction phase, where learners take their feelings of blame and attempt to validate those feelings. The construction phase consists of learners doing the following (MacKeracher, 2004):

·       They close off open information gathering in favor of biased inquiries designed to support their point of view.

·       They engage in relationships in which others are used to confirm predetermined opinions.

·       Satisfaction in other areas of life may be imported to mask underlying negative and depressive feelings.

The consolidation phase follows the construction phase and this is when “the learner closes off all exploratory options and returns to existing ideas and behaviors” (MacKeracher, 2004, p. 67). Decremental equilibrium is the fourth and final phase in the decremental learning cycle. The learner may experience a new disorientation phase without a new disconfirming event and with very little warning during the decremental equilibrium phase. The decremental equilibrium phase is uncomfortable for the learner and it feels unsettled.

“Taylor’s model includes the period of confusion, anxiety, and tension often associated with learning as an integral aspect of the first phase of the learning cycle. In including this period in the learning cycle, Taylor makes confusion and anxiety a ‘normal,’ even expected, part of learning” (MacKeracher, 2004, p. 68). MacKeracher (2004) asserts that when they introduce Taylor’s learning cycle to students in adult education, the students feel reassured knowing that it is typical for them to feel anxiety and confusion.

Application

             The critical role of anxiety in adult learning is undeniable and to help adult educators and learners to handle it in teaching and learning contexts is of major importance” (Bigdeli, 2010). It is the facilitator’s responsibility to observe students in order to gauge their anxiety levels and decipher which phase the student is in in Taylor’s learning cycle. Survival anxiety can be increased by threatening learners with poor grades or valued rewards or learning anxiety can be decreased by facilitators creating a safer environment for unlearning and new learning (Couto, 2014). Therefore, the facilitator should strive to create a safe environment for learners. Facilitators can praise or encourage learners by using simple but powerful words of encouragement to prod the participation of learners (Lawson, 2015). Facilitators can use phrases such as “I’m glad you brought that up” or “I would like to hear your thoughts about …” (Lawson, 2015, p. 194). Facilitators can also accept or use learners’ ideas by clarifying, building on and further developing ideas suggested by a learner (Lawson, 2025). Facilitators can use phrases like “To piggy back on your point, Juan, …” or “As Salina mentioned earlier, …” (Lawson, 2015, p. 195). In addition, facilitators can accept learners’ feelings by using statements that communicate acceptance and clarification of feelings such as “I sense you are upset by what I said” or “You seem to feel very strongly about this issue” (Lawson, 2015, p. 195).

             Facilitators can also ease anxiety by asking the proper questions to gauge a learner’s anxiety levels and decipher where the learner is in Taylor’s learning cycle. When asking questions, facilitators should be intent to observe learners’ words and body language. According to MacKeracher (2004), the following characteristics may describe a learner who is in the disorientation phase of Taylor’s learning cycle:

·       A glazed look in the eyes and very general, inarticulate, or repetitive questions, particularly about course assignments and activities.

·       Complaints about instructions for completing course assignments and activities.

·       A learner who repeatedly asks the facilitator what books and/or journals to read or how to do an assignment.

Facilitators should be certain to have learners tell them what the learner understands about an assignment and activities, rather than telling them the information repeatedly. When asked to repeat themselves, facilitators should never belittle or embarrass a learner (Lawson, 2015). Therefore, facilitators should practice patience and attempt to carefully reword their point so that they are not repeating the remark exactly as they said it previously.

             Facilitators should assure learners that an emotional phase is a normal part of learning and provide opportunities for them to talk about their feelings, whether positive or negative. During the disorientation phase, learners require supportive relationships and opportunities to talk through the problem, to encourage learners to talk about their negative feelings and for avoiding attempts to cheer up learners (MacKeracher, 2014). If a learner asks a question that is narrowly focused and pertains only to themselves, the facilitator should give a brief response in front of the rest of the learners and then suggest that the two of them talk about the question further after the class or session has ended (Lawson, 2015). As a result, the learner will feel that their concerns are private and they are being respected. The facilitator should always indicate their openness and willingness to talk further one-on-one. It is imperative that facilitators project compassion and concern.

Reflection

Highlights

The highlight of this theory review for me was being able to learn more about how anxiety impacts learning and what causes anxiety during the learning experience. I suffer from Bipolar I Disorder and graduate school has been so challenging for me. While completing research for this theory review, I was thinking from the point of view of both the learner and a facilitator. It was really nice to learn ways that I can help individuals like myself learn but it was nicer to learn the symptoms of severe learning anxiety and what I can do to prevent them. While reading about Marilyn Taylor’s disorientation phase and the behaviors associated with the phase, I saw similarities between the behaviors listed in the text and my behavior last semester. I am grateful that I have the opportunity to learn more about how my anxiety and learning interact. I hope I can use it as a super power and begin to utilize my anxiety as a way to motivate myself.

Process

             I began writing this theory review by reading about anxiety and emotions in the text. Next, I began to research anxiety in learning on Google Scholar as well as on BSU’s One Search database. Then, I began to create an outline using the table provided in the assignment instructions and included at the end of this theory review. Once I knew my main theoretical ideas, I began to attempt to research additional ways that I can apply the ideas. I began to create a list of references in a citation generator, named Scribbr, as well as on BSU’s One Search site. Then, I began to work on the paper section by section. Once I completed the paper, I reread the paper multiple times and made changes and adjustments as needed. Finally, I had a friend read over my paper to ensure that there were no obvious grammatical errors and my content made sense to the reader.

The Main Theoretical Ideas	Summary of How to Apply the Main Theoretical Ideas in Practice
“There are two kinds of anxiety associated with learning: ‘learning anxiety’ and ‘survival anxiety’” (Couto, 2014, p. 5). Learning anxiety begins when a learner is afraid to try something new as a result of fear that it will be too difficult, the learner will look stupid in the attempt or that learners will have to end old habits that have worked for them in the past (Couto, 2014). An individual’s learning anxiety is the basis for their resistance to change and without survival anxiety, which is “the horrible realization that in order to make it, you’re going to have to change,” no one would ever try to learn new things (Couto, 2014).	A facilitator should attempt to decrease an individual’s learning anxiety and increase an individual’s survival anxiety by creating a safe learning environment. Facilitators can praise or encourage learners by using simple but powerful words of encouragement to prod the participation of learners (Lawson, 2015). Facilitators can also accept or use learners’ ideas by clarifying, building on and further developing ideas suggested by a learner (Lawson, 2015). In addition, facilitators can accept learners’ feelings by using statements that communicate acceptance and clarification of feelings (Lawson, 2015).
Marilyn Taylor’s model of The Learning Cycle: Critical Points in The Inquiry discusses a disorientation phase where “confusion, anxiety and tension increase and the learner experiences a crisis of self-confidence” (MacKeracher, 2004, p. 64). Once a learner enters this phase, they may begin to withdraw from others as a result of feeling inadequate or because they blame others for their confusion (MacKeracher, 2004).	It is the facilitator’s responsibility to observe students in order to gauge their anxiety levels and decipher which phase the student is in in Taylor’s learning cycle. When asking questions, facilitators should be intent to observe learners’ words and body language.
The decremental cycle of learning occurs when learners “enter a protracted disorientation phase and deny they have a problem or blame others for their current situation” (MacKeracher, 2004, p. 67). The first phase of the decremental cycle is the disorientation phase. The second phase of the decremental cycle is the construction phase, where learners take their feelings of blame and attempt to validate those feelings. The consolidation phase follows the construction phase and this is when “the learner closes off all exploratory options and returns to existing ideas and behaviors” (MacKeracher, 2004, p. 67). Decremental equilibrium is the fourth and final phase in the decremental learning cycle. The learner may experience a new disorientation phase without a new disconfirming event and with very little warning during the decremental equilibrium phase. The decremental equilibrium phase is uncomfortable for the learner and it feels unsettled.	Facilitators can also ease anxiety by asking the proper questions to gauge a learner’s anxiety levels and decipher where the learner is in Taylor’s learning cycle. When asking questions, facilitators should be intent to observe learners’ words and body language. Facilitators should be certain to have learners tell them what the learner understands about an assignment and activities, rather than telling them the information repeatedly. When asked to repeat themselves, facilitators should never belittle or embarrass a participant (Lawson, 2015).
“Taylor’s model includes the period of confusion, anxiety, and tension often associated with learning as an integral aspect of the first phase of the learning cycle. In including this period in the learning cycle, Taylor makes confusion and anxiety a ‘normal,’ even expected, part of learning” (MacKeracher, 2004, p. 68). MacKeracher asserts that when they introduce Taylor’s learning cycle to students in adult education, the students feel reassured knowing that it is typical for them to feel anxiety and confusion.	Facilitators should assure learners that an emotional phase is a normal part of learning and provide opportunities for them to talk about their feelings, whether positive or negative. During the disorientation phase, learners require supportive relationships and opportunities to talk through the problem, to encourage learners to talk about their negative feelings and for avoiding attempts to cheer up learners (MacKeracher, 2014).

References

Bigdeli, S. (2010). Affective learning: the anxiety construct in adult learners. Procedia - Social and Behavioral Sciences, 9, 674–678. https://doi.org/10.1016/j.sbspro.2010.12.216

Couto, D. (2014, August 1). The anxiety of learning. https://hbr.org/2002/03/the-anxiety-of-learning.

Lawson, K. (2015). The Trainer’s Handbook (4th ed.). Wiley.

MacKeracher, D. (2004). Making Sense of Adult Learning (2nd ed.). University of Toronto Press, Scholarly Publishing Division.

Rosenfeld, R. (1978). Anxiety and Learning. Teaching Sociology, 5(2), 151-166. Retrieved February 20, 2021, from http://www.jstor.org/stable/1317061