Academic anxiety and its effects on academic performance

Academic anxiety is a well-established, significant predictor of academic performance. Students with high levels of anxiety are unable to perform at the best of their ability. The purpose of this study was to determine the extent of academic anxiety and its effects on academic performance and explore if social and family sources of anxiety have effects on academic performance. This was a cross-sectional study design utilising questionnaire based on pre-validated tools was used to determine the extent of academic anxiety and evaluate its effect on students with high and low academic performance. A sample of 132 pharmacy undergraduates from stages 3 and 4 enrolled at the University of Wolverhampton, participated in this project. Academic performance was significantly associated with factors such as test anxiety, academic competence and time management skills. A high proportion of the study population indicated low academic performance due to perceived course load and amount of study material assigned for each examination. A positive relationship was observed between social and family sources of anxiety and academic performance and stressors. This study also demonstrated that demographic variables, such as family history of anxiety and different stages may have positive or negative effect on academic performance. This study revealed the high level of academic anxiety among the MPharm undergraduates study sample and identified some influential sources which need to be addressed to improve students’ experience. It is important to develop strategies to facilitate students coping strategies and skills with academic life in order to improve future performance