Rivan Gestiardi, Siti Salina Binti Mustakim, Subanji, Toto Nusantara, Muhammad Alfan
Numerous studies have examined how anxiety affects students in academic settings. However, there is still a lack of understanding regarding the role of educators in addressing this issue. This study aims to evaluate the role of "teacher noticing" in assessing students' anxiety and their involvement in classroom activities through a systematic literature review. This study uses the Systematic Literature Review (SLR) protocol, which refers to the PRISMA approach. Data were obtained from publisher Elsevier (Science Direct) with indexed articles randomized from Q1-Q3. Thematic analysis of 65 articles from the Scopus database (2010-2023) revealed three main themes: teachers' observational skills, student anxiety and engagement interpretation, and teacher responses and interventions. Findings highlight the importance of teachers' ability to recognize anxiety indicators, especially in post-COVID-19 distance learning contexts. Effective strategies include using motivational messages, integrating social networks, gamification, and mindfulness programs. Key implications involve developing teacher training programs focused on "noticing," adjusting educational policies to prioritize students' mental well-being, and implementing learning strategies that support student resilience. © 2024, Southeast Asian Association for Institutional Research. All rights reserved.
Postgraduate School, Malang State University, Malang, Indonesia; Faculty of Educational Studies, University Putra Malaysia, Sri Serdang, Malaysia