An Empirical Analysis of Anxiety and Its Effect on Academic Performance

Abstract

Anxiety is a well-established, significant predictor of academic performance. Academic stress, anxiety, and performance among higher education students are causes for concern. Students often experience nervousness and high tension while giving presentations in front of the classroom. This study aims to investigate the impacts of students’ anxiety levels and emotional balance on their academic performance. The research used the cognitive theory model to analyze the relationship between anxiety levels and academic performance. Anxiety levels were measured using the Classroom Anxiety Measures (CAM) and Generalized Anxiety Disorder scales, while students' academic performance was measured using Grade Point Average (GPA). The research sample comprised 218 college students. The data was analyzed using SPSS and AMOS software. The results indicate that general anxiety, study anxiety, and emotional balance are significantly influencing academic performance. However, test anxiety does not have an impact on academic performance. For future studies, we suggest utilizing a larger sample size to enhance the robustness of the findings.