Effects Of Anxiety On Students
Anxiety refers to varied psychological issues which include worries or fears of future events (Evans et al., 2012). Students in tertiary education have been found to be an at-risk population because they experience significantly greater levels of anxiety than the general population (Stallman, 2010). Larcombe et. al’s (2016, p. 12) study found that ‘one in four university students experience very high levels of psychological distress’. There have been numerous adverse effects of tertiary education on students, some leading to mental health problems like anxiety and depression, and in worst cases, suicide. Hence, it is important to understand what students require to successfully complete tertiary studies whilst …show more content…
According to Bitsika, Sharpley, and Rubenstein (2010), self-discipline, time management, and academic performance are some of the key factors that contributed to students’ self-confidence. Self-discipline is incredibly important for students’ goal setting as with continuous practice of this, individuals become less susceptible to anxiousness, disappointment, and frustration (Morisano, Hirsh, Peterson, Pihl, & Shore, 2010). Furthermore, ‘short-range’ time management had better outcomes than long range ones as ‘the college environment is one in which changes on expectations, demands, and so forth, are relatively rapid and frequent’ such as curriculum deviations, differences in difficulty, and change of deadlines (Briton & Tesser, 1991, p. 5). Moreover, Sizoo, Jozkowskia, Malhotra, and Shapero (2008) concurs that subpar academic performance propagates anxiety which obstructs accomplishment of goals the delay of intervention from …show more content…
This is in contrast with Stallman’s (2010) findings that as anxiety increases, there is a significant decrease in GPA.
Most of the students accessed the library followed closely by learning centres. On the other hand, the least specified used resource was the FYEC. This could be due to the fact that they feel hesitant to ask for help.
Surprisingly, more than four-fifths of forty participants agreed that WSU resources assisted in the reduction of anxiety. Additionally, students who perceived WSU resources as ineffective experienced greater stress levels than those who deemed them effective. This could be due to insufficient and inappropriate utilisation of resources rather than the resources themselves.
The sample size of the study was limited. Furthermore, the sociodemographic of the sample size was not consistent with The College population as the CBD Campus is mainly for international students. Moreover, the lack of open questions limited the response participants were allowed to give. Perhaps, the questions were too narrow to fully address stress contributors and utilisation of