Research Symposium

BIO

My name is Christopher Mondesir, I am a third-year undergraduate at FSU from West Palm Beach, FL. I’m currently studying Psychology and Child Development, with a primary interest in Clinical and Counseling Psychology and Research. I’ve had a love for psychology since I was a freshman in high school, and that love has only flourished as I’ve progressed through my studies. I hope to continue my path and focus my interest further in the future by obtaining my Master’s Degree in Clinical Mental Health Counseling. One day I’d like to work as a Mental Health Counselor. Outside of psychology and counseling, I also have a great interest in classic movies, professional wrestling, and tabletop board games.

Exploring School Counseling's Impact on Child Reading Anxiety

Abstract

Reading anxiety is a significant barrier to academic development in children, often resulting in avoidance, low confidence, and poor reading performance (Ramirez et al., 2019). School-based counseling services aim to address these challenges by providing emotional support and coping strategies to help students manage anxiety and improve reading outcomes (Zhang, Wang, & Zeitzel, 2022). The present study conducted a secondary analysis of the National Project on Achievement in Twins (NatPAT) dataset to investigate the relationship between school counseling participation and reading anxiety among elementary school students (K-6). A linear regression model was used to examine this relationship, with analyses conducted in RStudio. Contrary to our hypothesis, results showed no significant relationship between school counseling services and reduced reading anxiety (p = 0.061). However, exploratory analyses revealed that parental reading anxiety and children’s general anxiety were both positively associated with child reading anxiety. Furthermore, the impact of general anxiety on reading anxiety was more pronounced for students from families experiencing financial hardship. These findings suggest that while school-based counseling services alone may not significantly reduce reading anxiety, factors such as parental anxiety and socioeconomic challenges play a critical role. Future research should further examine family and environmental contributors to reading anxiety and assess interventions that address both school- and home-based supports.

Keywords: Reading Anxiety, School Counseling, Counseling, General Anxiety, Elementary