Levels of anxiety in virtual education and the effects of an intervention with active breaks
DOI:
https://doi.org/10.24310/riccafd.14.3.2025.21810Keywords:
Anxiety, Students, Active breaks, Virtual education, Covid-19Abstract
The present study aims to assess the anxiety levels of second-grade children in virtual education contexts and to evaluate the effect of an intervention using active breaks on their anxiety levels. An intervention based on active breaks involving playful and recreational activities was conducted with a sample of 32 second-grade students during virtual classes in the first semester of 2021. Anxiety levels were measured using the SCAS-P before and after the intervention. Comparisons were made by sex and area of residence, as well as between pre- and post-test results. Significantly higher anxiety levels were found in students from rural areas compared to urban areas in five of the six anxiety dimensions (p<0,05) and in the total anxiety score (p=0,008). Additionally, a decrease was observed after the intervention in the domains of Panic Attacks and Agoraphobia (p=0,017), Separation Anxiety Disorder (p=0,016), and Total Anxiety (p=0,025).
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