The anxiety perspective and academic performance is adopted from Catastrophe theory which explains about the relationship of anxiety and performance in terms of sport performance. It is important to understand the theory and the influence of anxiety upon performance. Martin in Robb (2005) proposed that cognitive anxiety would have negative correlation with performance and physiological anxiety have curvilinear relationship with performance. The cognitive anxiety is the component that most strongly affects performance

Conclusion Previous studies demonstrated that students with higher level of anxiety tend to obtain lower marks in their end-of-semester examination. Anxiety while studying is a major predictor of academic performance (McCraty, 2007 and McCraty, et al., 2000) and various studies have demonstrated that it has a detrimental effect. Engineering student has many situations which it is appropriate and reasonable to counter with some anxiety. Therefore, study anxiety should be investigated for engineering students. The result shows a significant correlation between study anxiety and academic performance. Students who have high level anxiety achieve low academic performance. These findings support previous research that high level of anxiety brings about lower academic performance (Sena et al., 2007 and Luigi et al., 2007). High anxiety also predicts that student has low ability to study. High score of STAI indicates that students who have a higher score in anxiety achieve low GPA. For further research it is suggested found large of sample size to strengthen the coefficient correlation.

The Relationship of Study Anxiety and Academic Performance The Pearson correlation examines the relationship between study anxiety and academic performance. The result show mean and standard deviation of STAI (M=95.53; SD=12.008) and GPA (M=2.18; SD=0.250), a significant correlation (p=0.000), the correlation coefficient is small with r=-.264, and finally the sample size yield n=205.Study anxiety is negatively related to academic performance with a Person correlation coefficient was small. Nonetheless, the result proven that students who have high anxiety levels achieve low academic performance with anxiety level > 95 and academic performance < 2.50. Therefore, it can be concluded that there is a significant relationship between high level anxiety and low academic performance among engineering students. Consistently result with previous studies found a negative correlation between high levels of anxiety and low academic performance (Soler, 2005 and McCraty, 2007). In otherwise, El-Anzi (2005) describes a positive relationship between high degrees of academic achievement and low anxiety. Small of coefficient correlation is linked with the small of sample size yield seventy participants. Others expressed the opinion that the high level of anxiety will be associated with low academic performance (Luigi et al., 2007, and Sena et al., 2007). The finding support with McCraty (2000) where anxiety plays significant role in student's learning and academic performance, moreover it was revealed that a high facilitating achievement anxiety was related to low debilitating achievement anxiety. Similar statement cites to support the finding a fair number of engineering students that there are many situations which it is appropriate and reasonable to counter with some anxiety. That they may not find jobs in the future, express these feelings with ambivalence, confusion, lack of confidence and worry (Ercan et al., 2008). Researchers generally agree that high level anxiety will construct of low academic performance. Table 4 present the finding as follows

Procedure The test aimed to find the relationship of study anxiety and academic performance among engineering students. Immediately participants giving a test, testing also aims to select trainees who have been identified in high anxiety and low academic performance were to participate in this training. The participants came to the lab and fill in the questionnaire include the S-Anxiety scale (STAI Form Y-1) and T-Anxiety scale (STAI Form Y-1). The STAI has 40 items of question and took approximately 20 minutes to complete. The students first read and answered if they had problems the researcher will guide students to answer the questions. This test was based on the faculty, after two weeks who have high levels of anxiety and low academic performance were offered to participate in this study. Result of the test was used to find out correlation between anxiety and academic performance.

Prima Vitasari et al. / Procedia Social and Behavioral Sciences 8 (2010) 490–497491Anxiety while studying is a major predictor of academic performance (McCraty, 2007 and McCraty, et al., 2000) and various studies have demonstrated that it has a detrimental effect. Little is known that there exist a possible association between high level of anxiety and low academic performance among students. Researchers revealed that high levels of anxiety influence on the decrease of working memory, distraction, and reasoning in students (Aronen et al., 2005). Tobias in Ibrahim (1996) has been recognised that anxiety plays significant role in student's learning and academic performance, moreover anxiety has been known to have both facilitating and debilitating effects on academic achievement

Anxiety is a subjective feeling of tension, apprehension, nervousness, and worry associated with arousal of the nervous system (Spielberger, 1983). The high level of anxiety causes a persons normal life being difficult such as interfered activities and social life. Anxiety is one of the wide varieties of emotional and behaviour disorders (Rachel and Chidsey, 2005). Students with anxiety disorder exhibit a passive attitude in their studies such as lack of interest in learning, poor performance in exams, and do poorly on assignments. The anxiety’s psychological symptoms among students include feeling nervous before a tutorial class, panicking, going blank during a test, feeling helpless while doing assignments, or lack interest in a difficult subject whereas the physiological symptoms include sweaty palms, cold, nervousness, panic, fast pace of breathing, racing heartbeat, or an upset stomach (Ruffins, 2007). The prevalence of anxiety among university students has been acknowledgement by students and educators. However, study anxiety is a real

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WorkThe aim of this work is to estimate the prevalence of anxiety disorders especially GAD in school students (prep, middle and secondary students), and the correlation between adolescence and socio psychological factors that lead to anxiety disorders in adolescents. Subjects and MethodsThe study included prep, secondary and university students from Cairo and Kafr El-Sheikh governorates. The schools were chosen randomly. In Cairo, Zaki Mobark Prep school (Nasr city), Al-Seddik secondary school (Al-Salam), Ammar Ibn Yasser prep, middle and secondary school (Shubra), Sedi Salem prep middle and secondary school,. The study included 1200 student (600 from rural area, and 600 from urban area), their age ranged from 12-18 years with a mean age of 13.54 years. Only 519 from urban area and 585 from rural area completed the study. Males were 493 represented 44.7% and females were 611 represented 55.3%. Tools of the Study1- General health questionnaire (GHQ, 28 items with cut point 14)[22].2- The anxiety scale; prepared by Castello and Comrey, 19533- The structured clinical interview for those obtained 15 degree and above in GHQ or 75 degree and above on anxiety scale. 4- Psychiatric disorders evaluation questionnaire

The studies about anxiety disorders in children and adolescents were scarce [23].Thus, the aim of this study was the estimation of the prevalence of anxiety (especially GAD) and its risk factors in the children and adolescents.

ifficulties, and impaired school adjustment.Despite high prevalence and substantial impact of GAD in older adults, a dearth of instruments adequately assesses symptom severity of the disorder, especially among older adults.

To complicate diagnosis further, older adults are less likely than their younger counterparts to attribute their somatic symptoms to psychological problems, which diminish the likelihood of being asked about anxiety by their physicians. Primary care physicians recognize that most patients with GAD experience emotional distress, but only 25% to 50% receive diagnoses

Generalized anxiety disorder (GAD) is one of the most frequent anxiety disorders seen in primary care and is particularly prevalent among older adults in this setting [11]. GAD is a complicated diagnosis consisting of many physical symptoms and persistent worry lasting a minimum of 6 months

A number of epidemiological studies have shown that depression and anxiety disorders are highly prevalent in the general population and in primary care [1,2]

Generalized anxiety disorder (GAD) is characterized by chronic worry, anxiety and tension and frequently occurs concomitantly with other disorders, mainly depression.Generalized anxiety disorder (GAD), primarily characterized by excessive and uncontrollable worry accompanied by physical symptoms (e.g., muscle tension, irritability, sleep disturbance) [6], is one of the most common disorders among older adults, with prevalence as high as 7.3%, second only to specific phobia

of the learning process.We also found that social anxiety was associated indi-rectly with academic achievement through social ties. Thisfinding is in line with our hypothesis of an indirect effect,which pulls together two areas of research,

In summary, our findings support past research that out-lines the many benefits of friendship, including intimacy andcompanionship (Berndt1982), emotional or social support(Furman and Buhrmester1992), favorable short and longterm adjustment (Rubin et al.2010), positive self-esteem andbetter psychosocial adjustment (Buhrmester1990), as wellas its capacity to provide an overall ‘‘protective function’

The participants were 1132 students that were part of acohort enrolled in a mid-sized university in southern On-tario, Canada, who were surveyed for three consecutiveyears.

we hypothesized that sex may be a significant moderator ofthe results, given that socially anxious females, for exam-ple, often report less intimacy in their friendships thansocially anxious males, and the link between social anxietyand social functioning often is stronger for females thanmales (e.g., La Greca et al.1992). Finally, we tested forreciprocal effects over time between social anxiety andsocial ties, and academic achievement and social ties,although these analyses also were exploratory since therewas a scarcity of research investigating these reciprocalrelationships. A measure of general anxiety was controlledfor in all analyses in order to assess the unique effect ofsocial anxiety (over and above any general anxiety) onsocial ties and academic achievement (e.g., Epkins andHeckler2011). As well, depressive symptoms were in-cluded as a covariate to control for the known co-morbiditybetween social anxiety and depressive symptoms (e.g.,Starr et al.2011). We also included age, sex, and parentaleducation as covariates in the analyses given that thesevariables often are associated with academic achievement

First, given past research, we hypothesized that theremay be a negative direct relationship between socialanxiety and academic achievement over time (Duchesneet al.2008; Van Ameringen et al.2003). Second, we hy-pothesized that there may be a negative indirect relation-ship between social anxiety and academic achievementthrough social ties. We also investigated the opposing di-rection of effects (e.g., academic achievement to socialanxiety), although this analysis was exploratory given the

Specifically, the purpose ofthis three-wave longitudinal study was to test in a largesample of university students the pattern of associationsamong social anxiety, social ties, and academic achieve-ment.

Although the accumulated evidenceindicates that social anxiety is more likely to have astronger effect on female as opposed to male social ties,there also is research that supports an opposing view.Tillfors et al. (2012) found that social anxiety predicteddecreases in friendship support for males, but not for fe-males. Collectively, these results indicate that sex shouldbe examined as a moderator of the relationship betweensocial anxiety and social ties

Likewise, sex differences in the pattern ofresults have been revealed with respect to the associationbetween social anxiety and social ties. For example, so-cially anxious girls have reported less support, compan-ionship, and intimacy in their close friendships thansocially anxious boys, and both socially anxious boys andgirls displayed poorer social functioning than those whowere less socially anxious but the relationships werestronger for girls

Overall, the evidence from theliterature quite strongly supports a connection betweenfriendships or social ties in university/college and aca-demic outcomes, and to a much lesser extent, an opposingdirection of effects.

In summary, data from a number of studies supportthe suggestion that there may be a direct relationship be-tween social anxiety and social ties, while much less re-search hints at an opposing direction of effects

newly formed close friends mayhave difficulty overcoming their fear of being negativelyevaluated or participating in the numerous social eventsthat occur as a normal part of post-secondary educationalpursuits.

however, it is expected that socially anxiousstudents in university/college may be more withdrawn andhave greater difficulty forming new friendships (Biggset al.2012) than their peers at a time when engagement andinvolvement are important to successful university/collegeoutcomes

Despite both concurrent and longitudinal support for alink between social anxiety and social ties, the evidenceseems to rest almost exclusively on younger adolescentpopulations, except for one study by Parade et al. (2010)that focused on female university/college students. Paradeand colleagues found that socially anxious students hadsignificantly more difficulty forming friendships than stu-dents who were not socially anxious, although the directionof effects between social anxiety and ease of formingfriendships was unclear as they were measured concur-rently.

We next outline research thatprovides support for this hypothesis, albeit through sepa-rate lines of research—one line that assesses the asso-ciation between social anxiety and social ties, and anotherline that examines the link between social ties and aca-demic achievement

Although Strahan (2003) did not find a direct link be-tween social anxiety and grade point average in her re-search, she speculated that the effect between socialanxiety and academic achievement might be indirect; thatis, social anxiety might impact on academic achievementthrough difficulties in the formation of new social con-nections. Indeed, Strahan found that social anxiety wassignificantly correlated with overall university/college ad-justment (e.g., social integration), and university/collegeadjustment was significantly correlated with academicpersistence and grade point average, although the indirecteffect from social anxiety to academic persistence andgrade point average through university/college adjustmentwas not formally tested in the study

Given the limited research assessing the lon-gitudinal relationship between social anxiety and academicachievement specifically, a direct test of this hypothesisover time with a larger sample size of university/collegestudents is needed

Strahan (2003) found that social anxiety was not asignificant predictor of college persistence or grade pointaverage over time

inversely associated with academic achievement in uni-versity/college. In a study of 253 university/college stu-dents,

Social Anxiety and Academic AchievementTo the best of our knowledge, only two research groupshave tested the hypothesis that social anxiety is directly and

Overall, these theoretical perspectives on the impor-tance of engagement, psychosocial development, and self-presentation in the university/college context suggest thatsocial anxiety may interfere with achieving academic suc-cess, perhaps through difficulties in establishing social ties

chlenker and Leary hypothesizedthat individuals likely become socially anxious when theywish to make a good impression on others but anticipate thatthey will be unsuccessful. Leary (2010) further proposed thatsocially anxious individuals perceive most relationships tobe unbalanced by default, through a predisposing fear thatothers will not value the relationship as highly as they do.The consequence of this ‘‘relationship devaluation’’ is aninability for socially anxious individuals to obtain their ownparticular interpersonal objectives through their relation-ships with others

As a consequence, feelings of socialdistress and avoidance in the university/college contextmight prevent socially anxious individuals from takingadvantage of the learning opportunities that are designed tobolster academic success in school

From this perspective, indi-viduals who are socially anxious might perceive the uni-versity/college social environment as somewhatthreatening, which, in turn, would restrict their openness tochange

Thus, fromthis viewpoint, socially anxious or withdrawn individualsmight be at a disadvantage academically if they tend to avoidthe social and academic communities of an institution

How-ever, thoughts of engaging or interacting with others mightfoster the social fears that are central to social anxiety, hin-dering any attempt to participate in the classroom, join inconversations, or ask for help in order to successfully ma-neuver through the university/college system

For example, the collegeimpact theories of Tinto’s Theory of Student Departure(2006) or Astin’s Theory of Involvement (1999) suggest thatengagement and integration in the social systems of uni-versity/college life (i.e., experiencing rewarding encounterswithin the university/college community that lead to thesharing of normative values and attitudes with both peers andfaculty) are critical predictors of successful academicachievement (also see Chickering and Reisser1993)

It is important to note that in this paper werefer to social anxiety symptoms found within the generalpopulation and not to clinically diagnosed Social AnxietyDisorder (also known as Social Phobia) diagnosed inclinical populations

The goal of the present study was to test whether socialanxiety is directly associated with academic achievementover time among university/college students, and second,to investigate a proposed indirect mechanism throughwhich social anxiety might be linked to lower academicachievement—that is, through the restricted formation ofnew social ties in university/college

In fact,Russell and Topham (2012) propose that social anxietymay have a negative impact on university/college students’academic achievement

Given that engagement and integration(i.e., involvement in the various social and academic ac-tivities of university/college life) are considered key tosuccessful academic achievement (see Tinto2006), theidentifying features of social anxiety, including fear ofnegative evaluation and distress and avoidance of new orall social situations (Ginsburg et al.1998), may be espe-cially disadvantageous in the social and evaluative contexts

Depending on the threshold of diagnosis,prevalence rates of social anxiety in university/collegestudents range from 10 to 33 % as compared to 7–13 % inthe general population

achievement over the university/college years. A fear ofnegative evaluation alongside a greater tendency of feelingdistressed and avoiding social situations seemed to inter-fere with academic achievement.

The findings of this study impact two traditional areas ofresearch: social anxiety and academic achievement. Wefound that social anxiety had a direct effect on academic

Anxiety is a psychological and physiological state characterized by physical, emotional, cognitive, and behavioural components.

Harris Shah Abd Hamid and Muhamad Karimi Sulaiman (2014) stated that the students from Department of Psychology, International Islamic University Malaysia who took a statistics course seemed to have a high level of statistical anxiety which due to a student’s negative self-perception in solving mathematical issues. According to the data found by the researchers, another predictor that contributes to the highest statistics anxietywas aroused by the teacher or course instructor. So, in this issue, the instructors may focus on verbal and nonverbal immediacy behaviorsto reduce students’ anxiety (Williams, 2010 as cited by Harris Shah Abd Hamid & Muhamad Karimi Sulaiman, 2014)

In short, students who are facing this problem might not be able to secure a career in the future due to confusion, lack of confidence and continuous worries, and unable to express their feelings with ambivalence

Looking at the side effect of anxiety on poor academic performance, people might wonder factors behind this problematic mood disorder.

Lama M. Al-Qaisy (2011) conducted research on identifying the impact of mood disorder particularly depression and anxiety among a sample of students of Tafila Technical University, Jordan for their academic performance. He claimed that whenever students have medium level of concern, in which not to the extent of disturbing one’s own mood experiences, they will achieve higher in academic performances

mood disorde

The literature has revealed that anxiety was one of the predictors which contribute to several results of academic performance specifically to students at high school and university level. Therefore, in order to achieve better academic performance, students must be able to control and present themselves in a moderate and appropriate level of anxiet

which can lead to poor academic performance

Spielberger (1983) and Vitasari (2011) referred anxiety to “a subjective feeling of tension, apprehension, nervousness, and worry associated with arousal of the nervous system”.

anxiety can affect academic performance among students as we

n short, anxiety disorderis one of the most crucial mental illnesses with a persistent worries and constant fears throughout an individual life

In addition, people as well as students with anxiety disorders have a change in the structure of the brain that controls memory associated with strong emotions