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.

Pepperdine University

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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.

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