Authors: Megan Ritter Martin, Alley Fausett, Kristin Davenport, Malisa Brooks, Kent Hinkson
Mentors: Malisa Brooks, Kent Hinkson
Insitution: Utah Valley University
Abstract
Background: Present-day college students confront record-high levels of anxiety. In 2022, 36.9% of college students reported that anxiety affected their academic performance compared to 21.9% in 2015. This surge in anxiety presents a pressing concern. Prolonged anxiety poses a significant risk, potentially triggering various mental health challenges, including substance abuse, depression, and suicidal ideation and behaviors. Moreover, the adverse impact of anxiety on concentration and learning can result in academic difficulties that can persist throughout one’s life. Despite ongoing research, the correlation between anxiety and its influence on students’ academic performance remains inconclusive, primarily due to conflicting findings in prior studies within this domain.
Methods: This study was designed to investigate the connection between academic achievement and anxiety, specifically in college students. A total of 1,359 University students from various US universities participated in this study from 2021 to 2022. Anxiety was measured by the General Anxiety Disorder 7 (GAD-7) scale, and academic performance was measured by Grade Point Average (GPA) and other markers of academic performance. To investigate potential mediating pathways, zero-order correlations were used to analyze the relationship between variables of interest. Further, t-tests were used to examine differences in key variables among demographic groups (e.g., veteran status, gender, race, ethnicity, etc.).
Results: There was no statistically significant relationship found between students' academic achievement and their degree of anxiety. However, several academic performance variables besides GPA had inverse associations with anxiety. Further, several deleterious academic activities (for instance, “turning in a paper or assignment late”) were shown to be moderately associated with anxiety. Considered together, these findings suggest that anxiety has a complicated relationship with the GPA of the student, but multiple pathways connect it to academic performance.
Conclusion: The present study contributes to the current literature surrounding the relationship between anxiety and academic performance. While traditionally, research into academic performance often focuses solely on GPA, additional academic performance variables were explored, providing insight into other relationships of potential significance. This creates an opportunity wherein the field may be able to better understand and support students by recognizing the impacts that anxiety has on their academic performance. These results highlight how crucial it is to treat mental health issues to improve university students' academic performance.