Download pdf
The Relationship Between Academic Performance and Anxiety: A Multi-Angle Review
- 1 Pepperdine University
* Author to whom correspondence should be addressed.
Abstract
Academic pressure has always been a tremendous topic. With the world marching into the second decade of the 21st century, one cannot identify a single element that is affecting people’s pressure and mood. The bond between students’ mental health and academic performance has caused many researches which explore the potential negative outcome of unproductive and damaging relational circulation. This paper strives to discover the relationship between academic performance and anxiety from a multi-level analysis, including but not limited to Social-Emotional Competency (SEC), family conditions and the current COVID-19 pandemic. Through collecting data from different sources that examined students’ mental health status and academic performance under various circumstances and cultural backgrounds, this paper finds that stress and anxiety are negatively correlated with academic performance if they are not properly coped with; different factors like language barriers and current COVID-19 pandemic, for example, can exaggerate the effect of anxiety on academic performance in different subgroups of students from different cultures. This paper calls for more attention to students’ mental health under current COVID-19 pandemic, as well as those who are under high-intensity studying environment with limited psychological and social resources.
Keywords
COVID-19, academic pressure, anxiety, adolescents, emerging adults
[1]. Wang, Y., Yang, Z., Zhang, Y., Wang, F., Liu, T., & Xin, T. (2019) The effect of social-emotional competency on child development in Western China. Frontiers in Psychology, 10. https://doi-org.lib.pepperdine.edu/10.3389/fpsyg.2019.01282.
[2]. Wan, X., Fei, L., Zhang, X., Chen, J., Wei, B., Wang, K., Zhong, H., Tao, L., & Li, Z. (2003) Factors having influence on academic achievement of middle school students. Chinese Mental Health Journal, 17(1), 45-46.
[3]. Shi, M. L., Min, W.-B., Chang, F., & Wang, H. (2016) Relationship between learning anxiety and academic performance in rural junior high school students. Chinese Mental Health Journal, 30(11), 845-850.
[4]. Luo, R., & Chen, J. (2013) Achievement attribution, academic self-efficacy and foreign language anxiety. Chinese Journal of Clinical Psychology, 21(2), 300-302.
[5]. Zhang, L. (2020) Correlations between academic achievement and learning anxiety of English learners. Revista Argentina de Clínica Psicológica, 29(2), 207-213. https://doi.org/10.24205/03276716.2020.225.
[6]. Cheung, K., Tam, K. Y., Tsang, H., Zhang, L. W., & Lit, S. W. (2020) Depression, anxiety and stress in different subgroups of first-year university students from 4-year cohort data. Journal of Affective Disorders, 274, 305-314. https://doi-org.lib.pepperdine.edu/10.1016/j.jad.2020.05.041.
[7]. Jordan, R. K., Shah, S. S., Desai, H., Tripi, J., Mitchell, A., & Worth, R. G. (2020) Variations of stress levels, burnout, and resilience throughout the academic year in first-year medical students. PLoS ONE, 15(10). https://doi-org.lib.pepperdine.edu/10.1371/journal.pone.0240667.
[8]. Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020) Effects of COVID-19 on college students’ mental health in the United States: Interview survey study. Journal of Medical Internet Research, 22(9). https://doi-org.lib.pepperdine.edu/10.2196/21279.
[9]. Tasso, A. F., Hisli Sahin, N., & San Roman, G. J. (2021) COVID-19 disruption on college students: Academic and socioemotional implications. Psychological Trauma: Theory, Research, Practice, and Policy, 13(1), 9-15. https://doi-org.lib.pepperdine.edu/10.1037/tra0000996.
[10]. Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020) The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry research, 287, 112934. https://doi.org/10.1016/j.psychres.2020.112934.
Cite this article
Wu,J. (2023). The Relationship Between Academic Performance and Anxiety: A Multi-Angle Review. Lecture Notes in Education Psychology and Public Media,11,6-11.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
Disclaimer/Publisher's Note
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
About volume
Volume title: Proceedings of the 4th International Conference on Educational Innovation and Philosophical Inquiries
© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license. Authors who
publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons
Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this
series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published
version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial
publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and
during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See
Open access policy for details).