In regards to social sources, participants indicated that they lacked confidence and experienced an increased heart rate when delivering presentations, also specifying that they couldn’t manage their study material for an exam.  In regards to family sources, respondents showed poor academic performance due to the crowdedness of their home and family issues, which made them anxious.  In other words, this can be one of the most significant factors to negatively affect academic performance. Their family’s low socioeconomic status was the least influential factor on academic performance.

Test competence (i.e. academic performance) vs. social and family sources

The students in this study rated OSCEs (objective structured clinical examination) as the highest academic stressor (i.e. negatively impacts academic performance). Specifically, the students perceived oral exams as being more stressful than assignments and written exams. This was indicated by their increased heart rate when delivering presentations and becoming anxious at the thought of disappointing their parents with their academic performance (social anxiety as well). These findings were consistent with other previous studies, where social and parental expectations were the 3rd and 4th major sources of academic anxiety.

Stressors vs. family sources and social sources

About a quarter (23.5%) of the respondents who indicated that they couldn’t manage their study material for an exam were females  (potentially due to females statistically being more prone to anxiety) and 18.9% of the students who indicated that they could cope with this were males. Of the male percentage, 6.1% specified that they could
easily manage study material for an exam. Out of all
participants, 31.1% who were between 21 to 25 years indicated
poor academic performance, and participants 31 to 35 years old indicated poor academic performance due to the incapability of managing exam study material. Lastly, almost a quarter (22%) of the
participants were British Asians, and when comparing academic performance between other ethnic groups, they had the lowest academic performance. However, this result was insignificant when taking the overall study population into account.

Test competence and demographics

Most students participating in this study did not report having family history of anxiety (32.6%). However, the students who reported family history of anxiety (12.9%) also reported that they are able to cope with academic anxiety.

Family history and test competence

Pepperdine University

The study investigated the extent of academic anxiety and its
impact on academic performance. There was low academic performance due to the perceived course load and study material(s). There was also a positive relationship between social and family sources of anxiety, academic performance and stressors. Demographic variables, such as family history of anxiety, showed to have positive or negative effects on academic performance. 

All in all, it can be concluded that test anxiety,
academic competence, time management and strategic
studying are all factors significantly affect academic
performance. Effective university counselling services
and trained mental health professionals was suggested, which could also increase academic success. The top academic stressor were oral assessments such as the OSCE (objective structured clinical
examination). Suggestions for confidence, self-esteem and other self construal variables to reduce social anxiety and improve
performance during presentations were discussed.

Summary of the article:

Mirawdali, S., Morrissey, H., & Ball, P. (2018). Academic anxiety and its effects on academic performance.

Academic anxiety and its effects on academic performance

Summary of results

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.

Discussion - why is this important?

A modified questionnaire was used and consisted of 58 items, divided into nine categories; test anxiety, academic competence, test competence, time management, study strategies, social sources, family sources, coping strategies and stressors.

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