{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,10]],"date-time":"2026-04-10T01:43:09Z","timestamp":1775785389486,"version":"3.50.1"},"reference-count":76,"publisher":"MDPI AG","issue":"10","license":[{"start":{"date-parts":[[2023,10,14]],"date-time":"2023-10-14T00:00:00Z","timestamp":1697241600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Children"],"abstract":"<jats:p>School anxiety depends on multiple factors that occur directly or indirectly in the teaching\u2013learning process, such as going to the blackboard in class or reporting low grades at home. Other factors that influence school climate are social skills and coping strategies. That said, the aim of this research was to analyze the sources of school anxiety, coping strategies, and social skills in Italian secondary school students through an artificial neural network. For this purpose, a quantitative and ex post facto design was used in which the Inventory of School Anxiety (IAES), the Coping Scale for Children (EAN), and the Questionnaire for the Evaluation of Social Skills student version (EHS-A) were administered. The results showed that cognitive avoidance and behavioral avoidance coping strategies, together with the lack of social skills in students, are the variables that contributed the most to school anxiety scores in the artificial neural network. The conclusions revolve around the need to develop primary prevention programs.<\/jats:p>","DOI":"10.3390\/children10101688","type":"journal-article","created":{"date-parts":[[2023,10,14]],"date-time":"2023-10-14T14:38:42Z","timestamp":1697294322000},"page":"1688","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":6,"title":["Understanding School Anxiety in Italian Adolescence through an Artificial Neural Network: Influence of Social Skills and Coping Strategies"],"prefix":"10.3390","volume":"10","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6347-4500","authenticated-orcid":false,"given":"Francisco Manuel","family":"Morales-Rodr\u00edguez","sequence":"first","affiliation":[{"name":"Department of Educational and Developmental Psychology, Campus of La Cartuja, Faculty of Psychology, University of Granada, 18011 Granada, Spain"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1770-6598","authenticated-orcid":false,"given":"Juan Pedro","family":"Mart\u00ednez-Ram\u00f3n","sequence":"additional","affiliation":[{"name":"Department of Evolutionary and Educational Psychology, Faculty of Psychology and Speech Therapy, Campus Regional Excellence Mare Nostrum, University of Murcia, 30100 Murcia, Spain"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0922-4900","authenticated-orcid":false,"given":"Manuel Alejandro","family":"Narv\u00e1ez Pel\u00e1ez","sequence":"additional","affiliation":[{"name":"Department of Human Physiology and Physical and Sports Activity, Faculty of Medicine, University of Malaga, 29071 M\u00e1laga, Spain"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Catalda","family":"Corvasce","sequence":"additional","affiliation":[{"name":"Liceo Statale \u201cCarlo Cafiero\u201d, 76121 Barletta, Italy"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1968","published-online":{"date-parts":[[2023,10,14]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"62","DOI":"10.1080\/13632434.2021.1974827","article-title":"Suppressing and sharing: How school principals manage stress and anxiety during COVID-19","volume":"42","author":"Reid","year":"2022","journal-title":"Sch. 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