College Students And Anxiety
There are various studies related to school students and anxiety, each has a unique method of looking at the stress and anxiety in university students. Anxiety can be quite a debilitating disorder alone but could be lost and forgotten whenever using younger individuals. This can be a common idea that any student faces panic throughout their college experience but the affects of anxiety can affect more than one’s test but can have an impact on their academic performance.
In an article by Lauren Sieben (2011) it was found that anxiety is the most typical complaint among college students. The guidance centers reported that 40 percent of the issues that they received had been anxiety. Sieben states “Some experts say students are feeling extra anxious than ever as they feel greater pressure to succeed in school and make the the majority of their expense in a university education” (Seiben, 2011). Another article by Seiben information that there were record-low levels of emotional health insurance and that anxiety is currently the primary concern of students relating to a University of California survey (Seiben, 2011). According to the article a pupils’ ambition is the driving force therefore resulting in lower levels of emotional health. Also explored in this article may be the higher the college tuition the more pressure students feel to excel within their academic effectiveness and that with better grades the better chances they have finding employment (Seiben, 2011).
One study carried out by Davis and Coleman paper ideas (2007) was the color ink used in feedback for students; the hues of ink used were green and reddish ink (Davis & Coleman, 2007, p 27). It was found that the ones that received reddish ink had a higher level of anxiety then those that received green ink (Davis & Coleman, 2007, p 27). Davis and Coleman (2007) introduce the theory that students respond to the ink color employed just because they respond in the environment (Davis & Coleman, 2007, p 31). The colour red in one’s environment is to alert people of that they have to stop or that there surely is a present danger (Davis & Coleman, 2007, p 31). The analysis by Davis and Coleman (2007) found that red ink; a prevalent color utilized by instructors for feedback was significantly increased a student’s stress and anxiety where as students who received feedback in green had a lower amount of anxiety (Davis & Coleman, 2007). Although many of the students mentioned that the colour of the ink didn’t bother them, in contrast the comments made by students participating in the study was that the underlying tone in the open-ended concerns was that the color of the ink performed have an effect on their emotional well-getting (Davis & Coleman, 2007, p. 39). Davis and Coleman (2007) identify the learners ignoring a stress-causing agent as a protection system that ignoring the ink color is in fact a defense mechanism and students employ this defense mechanism to help reduce anxiety caused by the ink color (Davis & Coleman, 2007, p. 39).
A study done by Misra and McKean (2000) discusses interrelationship among academic stress, stress and anxiety, time control, and leisure satisfaction (Misra & McKean, 2000). The study found that students did have an increased stress due to pressure and self-imposed stress and anxiety (Misra & McKean, 2000, p. 44). Also within the study was that females possessed an increased rate of self-imposed stress and anxiety and had a higher a reaction to psychological stressors than males (Misra & McKean, 2000). Males showed that their stress and anxiety were significantly lower plus they had an increased amount of satisfaction from free time. Although the roles were reversed when it came to time management, females were better in a position to prioritize goals, and possessed an organized method of tasks where as males have higher volume of panic (Mirsa & McKean, 2000, 44). Although female have a better time management their anxiety and stress were still great, where as man did have a lower amount of stress and anxiety because of their satisfaction in free time (Mirsa & Mckean, 2000, p. 49). The outcome of this study was that point management does play an impact on a student’s panic and tension and that faculty and counselors should emphasize how significant time management it is (Mirsa & McKean 2000, p. 49).
Rafiz, Ghazal and Farooqi (2007) worked on a study pertaining to students test panic and the twelve-monthly versus the semester program. The writers described check anxiety a debilitating difficulty for many students; this can be impairing their effectiveness and undermining their well getting. A challenge that has arisen for most students is the increase in requirements and pressures that are placed on students to attain higher test scores, and perform maximal level, specifically in professional education (Rafiz, Ghazal, & Farooqi, 2007, p. 82). The analysis led to their being no factor between semester and total annual devices (Rafiz, Ghazal, & Farooqi, 2007, p. 91). For the results of test out anxiety was excessive and that lots of that experience test nervousness expect too much of themselves and worries of analysis (Rafiz, Ghazal, & Farooqi, 2007, p. 85).
After reading many other articles I found the main one by Sansgiry and Sail (2006) to end up being the most interesting, they found that test stress and anxiety to have positives and negatives. A few of the positives found were that those with test anxiety could actually have a great perception of their study course load. A few of the negative effects of test anxiety will be the unwanted effects on one’s academic job (Sansgiry & Sail, 2006, p. 4). It had been found that older students have higher test anxiety than younger pupils. Interventions used should be aimed towards lowering test out anxiety and time control (Sansgiry & Sail, 2006, p. 5).
Although there are many studies on test panic, it had been interesting to read a study done on test stress and learning disabilities. This research was conducted by Sena, Lowe, and Lee (2007) to see test panic and learning disabilities. This analysis was conducted on college students in elementary and secondary school students. The writers of the study discuss that people that have learning disabilities have raised check anxiety and view check a threat, where pupils without learning disabilities have less test stress and anxiety (Sena, Lowe, & Lee, 2007, p. 362). The researchers created a survey to help regulate how test anxiety has effects on pupils with and without learning disability. When evaluated people that have a learning disability experienced cognitive interference therefore of their test stress (Sena, Lowe, & Lee, 2007, p. 370).
Although most of the studies up to this point have already been on test stress and anxiety and students, but this study was a standard group study on nervousness disorders. This research was carried out by Van Ingen and Novicki (2009) looks at the outcomes of cognitive behavioral therapy on a wide range of anxiety disorders. The participants of the study were individuals who were diagnosed with a generalized panic (Van Ingen & Novicki, 2009, p. 243). A number of the cognitive-behavioral interventions included exposure therapy, ritual prevention, leisure breathing, and cognitive-patterns modification (Van Ingen & Novicki, 2009, p. 246). Although this study will not focus on students and anxiousness this study did show various varieties of working and coping with anxiety.
Another sort of intervention released by Gonzalez, Hooper, Lee, Lin is the application of yoga to help student’s target and help make them for his or her academic demands. During the study they discovered that students had problems balancing schoolwork, and leisure time (Gonzalez, Hooper, Lee & Lin, 2010, p. 283). When students were asked about test anxiety and computer panic, the relayed a moderate amount of panic, and expressed a desire to include a relaxation technique into their time administration (Gonzalez, Hooper, Lee, & Lin, 2010, p. 284). The researchers declare that they found that student’s know about their anxious behaviors and different study has showed that yoga exercise is being used in schools in the united states to help decrease test stress (Gonzalez, Hooper, Lee & Lin, 2010, p. 284).
Another study looked study anxiety over test panic, Vitasari, Wahab, Othman, and Awang discovered five potential known reasons for anxiety. These reasons are exam anxiety, class presentation anxiety, mathematic anxiety, language anxiousness and social panic (Vitasari, Wahab, Othman, & Awang, 2010, p. 189). They found that feelings of those with anxiousness can interrupt a student’s performance and stress reflective essay while studying is a significant factor in academic overall performance (Vitasari, Wahab, Othman, & Awang, 2010, p. 189). Research anxiety has not only been noticed by students but educators as well. With such high panic levels it can interfere with one’s concentration and storage, which are important to a student’s educational performance. Some the emotional symptoms described by college students are feeling anxious before a study school, panicking, drawing a blank during a test, feeling helpless when focusing on assignments, and lack of interest in class topics (Vitasari, Wahab, Othman, & Awang, 2010, p. 190). As well described are the physiological symptoms aswell, these medical indications include sweaty palms, racing heart and soul, or an upset stomach (Vitasari, Wahab, Othman, & Awang, 2010, p. 190). The final conclusion to the article was that if students has anxiety they can not succeed (Vitasari, Wahab, Othman, & Awang, 2010, p. 193).