Public Health Management in the Public Sector: Screening and Evaluation of Physiological and Psychological Conditions of Students in a Beijing School

As expected, body dissatisfaction was significantly higher in female students than in male students. Mathematics anxiety was of moderately low level, with it being significantly higher in girls than in boys. Academic... [ view full abstract ]

As expected, body dissatisfaction was significantly higher in female students than in male students. Mathematics anxiety was of moderately low level, with it being significantly higher in girls than in boys. Academic performance in mathematics and overall academic performance were negatively correlated with mathematics anxiety, i.e. the higher one’s mathematics anxiety the poorer one’s overall and mathematics performance. Trait anxiety and depressive symptoms were of moderate level, without any significant difference across genders. Self-efficacy was of moderate level, with higher self-efficacy in boys relative to girls.

In males, body dissatisfaction was positively correlated with Body Mass Index (BMI). In contrast, apart from BMI, body dissatisfaction was also positively correlated with trait anxiety and depressive symptoms. Academic performance and trait anxiety were positively correlated with each other. Self-efficacy was negatively correlated with trait anxiety, playing a potentially crucial role in academic performance. Self-efficacy was also correlated with body dissatisfaction, and negatively correlated with physical stress index.

Students suggested ways in which teachers can help reduce mathematics anxiety, which include: 1) gradually moving from the simple to the more complex concepts, supplemented by guidance and detailed explanations; 2) stimulating interest and learning motivation; and 3) enactive learning. With regard to how teaching can be improved, students suggested teachers to 1) infuse humour into teaching delivery; 2) explain concepts in details and provide quality guidance; and 3) inspire students to learn and facilitate students to gain a sense of achievement, leading to enhanced independent learning and cognitive skills.

In sum, the physical and psychological results of students at this school were comparable with Chinese secondary school students in general. Follow-up actions can be implemented in order to further improve students’ physical as well as psychological health.