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CNAA / Theses / 2018 / June /

Particularities of academic anxiety interaction – cognitive styles to students

Author: Toma Natalia
Degree:doctor of psychology
Speciality: 19.00.01 - General Psychology
Scientific adviser: Carolina Platon
doctor habilitat, professor, Moldova State University
Institution: Nicolae Testemitanu State University of Medicine and Pharmacy of the Republic of Moldova


The thesis was presented on the 26 June, 2018
Approved by NCAA on the 23 November, 2018


Adobe PDF document0.70 Mb / in romanian


CZU 159.9:378 (043.3)

Adobe PDF document 2.74 Mb / in romanian
192 pages


academic anxiety, state anxiety, trait anxiety, cognitive styles, reflex mechanisms, motivational mechanisms, active cognitive style, reflexive cognitive style, theoretical cognitive style, practical cognitive style, anxious student profile


The structure of the thesis: the research is exposed on 128 pages and includes: introduction, three chapters, conclusions and recommendations, bibliography (244 sources), annexes 8. In the text are inserted 24 numbered tables and 22 figures. The results of the research are reflected in 8 scientific papers published in scientific journals or presented at international conferences. Field of research: General Psychology.

Purpose of the research: Establishing the interconnection peculiarities of academic anxieties - cognitive styles for students and diminishing/regulating this state through psychological and educational mechanisms.

Objectives of the research: analysis of the problem of anxiety and cognitive styles in the literature; Diagnose the manifestation of academic anxiety in students with different cognitive styles; Determination of interconection anxiety - cognitive style as an individual-typological trait of personality; Establishing and configuring the profile of the student with high degree of anxiety; Substantiating the psychological and educational mechanisms of regulating/diminishing academic anxiety in students; Valorisation of the psychological and educational mechanisms to regulate/diminish the academic anxiety at the students.

Scientific novelty and originality are objectified by the following: for the first time, research has been carried out on the establishment of the interconnection of academic anxieties - cognitive styles in real conditions, specific to higher education; There have been established the peculiarities of academic anxiety interconnection – cognitive styles, determined by the specific features of cognitive styles in relation to the academic factors that cause the state of anxiety; The psychological profile of the student with a high degree of academic anxieties was developed in relation to the cognitive styles and thus there were created prerequisites to establish risk groups, but also ways of adjusting this state to the students through psychological mechanisms and education.

The important scientific problem solved in the field is the establishment of the interconnection peculiarities of the academic axiety – cognitive styles, but also of the psychological and educational mechanisms to regulate/diminish this state, thus ensuring a low/medium level of academic anxiety for students, аs their functional emotional state, thus creating new opportunities for obtaining higher academic results (in research we will focus on studying anxiety as a dysfunctional emotional state).

The theoretical significance consists in: the development of the theoretical framework of general psychology regarding academic anxiety and the factors that provoke this state, cognitive styles and specific features of their manifestation; The peculiarities of interconexia academic anxiety – cognitive styles in different acadmical contexts; Highlighting the determinants of academic anxiety in students with different cognitive styles and establishing the dynamics and peculiarities of manifestation of this state as a result of psychological and educational interventions; The analysis of the specific features of each cognitive style and the identification of those aspects that cause the appearance of high academic anxiety in students: high level of impulsivity, emotivity (active cognitive style), high level of reflexivity (cognitive reflexive style), field dependence (theoretical cognitive style pracrtic); The motivation of the motivational and reflexive psychological mechanisms of regulating/diminishing the academic anxiety at the students by capitalizing the peculiarities of interconexity academic anxiety - cognitive style.

The applicative value of the research consists in: identifying the level of academic anxiety at students according to the cognitive style, but also establishing the interconnection peculiarities academic anxiety – cognitive style and configuring the profile of the student with high degree of academic anxiety; developing and implementing the program and strategies for regulating/diminishing academic anxiety at students; developing and applying practical recommendations for psychologists, psycho-pedagogues, teachers, students. The results of empirical and experimental research can be applied in the design and implementation of prevention, regulation, and naming of academic anxieties to students. The proposed methods and recommendations can be used in the practical work of higher education institutions in the activity of psychological and educational counseling; In the development of individual programs and personal development trainings, interpersonal relationships, motivation for the success of young people. The results of the study can be used in teaching courses: General psychology, Personality psychology; Age Psychology; Psychological and psycho-pedagogical counseling.

The implementation of the results they found an explosion in the author's publications, the scientific-didactic activity at the Department of Psychology, the curriculum renovation at the General Psychology disciplines, the Psychology of Communication, as well as the psychological counseling of the students.