ArticleAnnals of neurosciences2026
Academic Anxiety and Emotional Regulation Among Students Experienced School Change.
Article in Annals of neurosciences, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Adolescence is a sensitive developmental stage marked by rapid physical, cognitive, and socio-emotional changes. School transitions during this period often heighten vulnerability by disrupting established routines, academic familiarity, and peer relationships. New curricula, unfamiliar teaching styles, and the challenge of building new social connections can increase academic anxiety and make emotional regulation (ER) more difficult. These stressors, compounded by pubertal changes, heightened family expectations, and the influence of social media, may amplify emotional volatility and negatively affect students' overall well-being. Understanding how adolescents adapt emotionally and academically during school changes is critical for designing supportive interventions. Purpose: This study aimed to assess the levels of academic anxiety and ER among adolescents who had recently changed schools and to explore possible gender differences and relationships between ER components and academic anxiety. Methods: A cross-sectional, quantitative design was employed with a purposive sample of 120 adolescents (60 boys and 60 girls) aged 14-16 from the National Capital Region (NCR) of Delhi, India. Participants had changed schools in either the 9th or 11th grade. Standardised self-report measures were administered to assess academic anxiety and ER, including its sub-domains of cognitive reappraisal (CR) and expressive suppression (ES). Data were analysed using the Statistical Package for the Social Sciences (SPSS, version 16.0). Independent-sample Results: Findings indicated low but statistically significant gender differences and low significant correlations between boys and girls in overall ER, CR, ES, and academic anxiety. A strong positive correlation emerged between ER and ES. Conclusion: Adolescents of both genders face similar ER and academic anxiety challenges following school transitions. These results highlight the importance of early, targeted interventions to support emotional well-being and academic adjustment during this vulnerable period.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.