Effectiveness group games in prevention of school anxiety and improve educational self-thought students

The purpose of this study was to determine the effectiveness of group games in preventing school anxiety and improving the self-concept of primary school children. A quasi-experimental study was conducted in two groups (pre-test and post-test). The statistical population consisted of all 12 to 13 year old school children in Tehran in 2015-16 that 30 students were selected by stratified sampling. Self-concept questionnaire related to Sanchez school, demographic checklist and school anxiety scale were used. Data analysis was performed using covariance analysis. The results showed that these scores were significantly correlated with school anxiety and academic self-concept, which were controlled by covariance analysis. According to the results of group games, there is a significant difference between school anxiety and academic self-concept scores in the control and experimental groups (P≤0.05). The results of this study include implications for future research on the application of learning and study strategies in preventing school anxiety and improving students' self-concept.