Among the previously mentioned 9 categories, this article also aimed to explore any major social and family sources of academic anxiety and commonly adopted coping strategies, as well as indicating the highest and lowest rated academic stressors, plus their effects on academic performance. Other factors such as completing a research project, caused additional stress and anxiety.

Results showed that the test competence category was the primary indicator of academic performance. In other words, this was confirmed to be the single most important factor that can help in distinguishing between students’ actual academic performance vs their anxiety.

Based on the findings of this study, it is suggested that faculty members should assess the course load and study material assigned for each test to improve academic and test competence and subsequently academic performance. Additionally, informational 3-fold leaflets about academic anxiety were distributed, and most students found the information very useful, suggesting that awareness of one’s anxiety disorder can help them understand and cope with their condition much more effectively. The need for students to maintain an optimal state of mind during exams was emphasized in order to improve academic achievement.