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<p>Learning anxiety is a prevalent psychological issue among university students in contemporary China, significantly affecting academic performance. Semantic diagram, as an innovative knowledge visualization tool, can be integrated into learning processes as a potential cognitive scaffold for students in high-anxiety contexts. This study investigates the effects of semantic diagrams on learning outcomes in declarative knowledge among Chinese university students screened for moderate-to-severe learning anxiety. The study involved 94 first-year non-Chinese major students who were screened for moderate to severe learning anxiety using the Self-Rating Anxiety Scale (SAS). Participants were randomly divided into a control and an experimental group (<i>n</i> = 47 each). The control group engaged in self-directed learning using their preferred methods, while the experimental group utilized semantic diagram tools. After a 15-week intervention period, both groups completed a standardized assessment with acceptable reliability and content validity. Independent samples <i>t</i>-test revealed a significant difference between groups (<i>p</i> &lt; .001, Cohen’s <i>d</i> = 1.81), suggesting that the experimental group achieved a markedly superior understanding of declarative knowledge. The significant improvement in the experimental group suggests that the integrated intervention—combining semantic diagram visualization with iterative feedback—provides a robust instructional scaffold for declarative knowledge acquisition in high-anxiety contexts. Qualitative feedback suggests that this scaffolding provided students with a greater subjective sense of structure and perceived control over their learning process. However, as no post-intervention anxiety measure was administered, these qualitative accounts do not constitute evidence of anxiety reduction and are limited to descriptions of perceived cognitive ease.</p>

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Study on semantic diagram intervention for declarative knowledge learning in students with elevated learning anxiety

  • 期刊论文

  • 发表日期：

    2026年7月27日

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  • Chang Liu,
  • Hu Wang

摘要

Learning anxiety is a prevalent psychological issue among university students in contemporary China, significantly affecting academic performance. Semantic diagram, as an innovative knowledge visualization tool, can be integrated into learning processes as a potential cognitive scaffold for students in high-anxiety contexts. This study investigates the effects of semantic diagrams on learning outcomes in declarative knowledge among Chinese university students screened for moderate-to-severe learning anxiety. The study involved 94 first-year non-Chinese major students who were screened for moderate to severe learning anxiety using the Self-Rating Anxiety Scale (SAS). Participants were randomly divided into a control and an experimental group (n = 47 each). The control group engaged in self-directed learning using their preferred methods, while the experimental group utilized semantic diagram tools. After a 15-week intervention period, both groups completed a standardized assessment with acceptable reliability and content validity. Independent samples t-test revealed a significant difference between groups (p < .001, Cohen’s d = 1.81), suggesting that the experimental group achieved a markedly superior understanding of declarative knowledge. The significant improvement in the experimental group suggests that the integrated intervention—combining semantic diagram visualization with iterative feedback—provides a robust instructional scaffold for declarative knowledge acquisition in high-anxiety contexts. Qualitative feedback suggests that this scaffolding provided students with a greater subjective sense of structure and perceived control over their learning process. However, as no post-intervention anxiety measure was administered, these qualitative accounts do not constitute evidence of anxiety reduction and are limited to descriptions of perceived cognitive ease.