I'm scared to go to School! Capturing the Effects of Chronic Daily Fears on Students' Concept of Self.

Abstract

Students may experience considerable fear and stress in school settings, and based on Dweck's (2006) notion of "mindset" we hypothesized that fear introduces qualitative changes in students' self-concepts. Hypotheses were tested on 3847 third-grade students from nine Iberoamerican countries (Bolivia, Chile, Colombia, Cuba, Ecuador, Panama, Peru, Spain, and Venezuela), who completed Murillo's (2007) adaptation of Marsh' (1988) SDQ-I. Rasch scaling indicated that the information-content of High-Fear students' ratings was more localized across the latent dimension than was that of Low-Fear students, and their ratings also showed less cognitive variety. The resulting measurement distortions could be captured via logistic regression over the ratings' residuals. Also, using training and validation samples (with respectively 60 and 40% of all cases), it proved possible to predict students' fear levels and their gender. We see the present findings as a first step towards implementing an online warning and detection system for signs of bullying among students.