The Relationship Between Anxiety and Academic Performance of Postgraduate International Students in a British University: A Cross-Sectional Quantitative Design

Adeoye-Agboola, Dorcas Ibukun

doi:10.11648/j.sjph.20150303.15

Cited by 16 publications

(10 citation statements)

References 19 publications

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“…Consistent with previous studies [36,37], findings from baseline data supported a negative relationship between symptoms of anxiety and academic performance among university students. Moreover, students meeting the criteria for possible generalized anxiety disorder (GAD) had lower GPA scores compared to students in the Non-GAD group.…”

Section: Discussionsupporting

confidence: 88%

A longitudinal cohort study to explore the relationship between depression, anxiety and academic performance among Emirati university students

2020

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Background Many university students experience depression and anxiety, both of which have been shown to affect cognitive function. However, the impact of these emotional difficulties on academic performance is unclear. This study aims to determine the prevalence of depression and anxiety in university students in United Arab Emirates (UAE). It further seeks to explore the relationship between emotional difficulties and students’ academic performance. Methods This longitudinal study recruited 404 students (aged 17–25 years) attending one UAE university (80.4% response rate). At baseline, participants completed a paper-based survey to assess socio-economic factors and academic performance, including most recent grade point average (GPA) and attendance warnings. PHQ-9 and GAD-7 scales were used to assess depressive and anxiety symptoms. At six-month follow-up, 134 participants (33.3%) provided details of their current GPA. Results Over a third of students (34.2%; CIs 29.7–38.9%) screened for possible major depressive disorder (MDD; PHQ-9 ≥ 10) but less than a quarter (22.3%; CIs 18.2–26.3%) screened for possible generalized anxiety disorder (GAD; GAD-7 ≥ 10). The Possible MDD group had lower GPAs (p = 0.003) at baseline and were less satisfied with their studies (p = 0.015). The MDD group also had lower GPAs at follow-up (p = 0.035). The Possible GAD group had lower GPAs at baseline (p = 0.003) but did not differ at follow-up. The relationship between GAD group and GPA was moderated by gender with female students in the Possible GAD group having lower GPAs (p < 0.001) than females in the Non-GAD group. Male students in the Possible GAD group had non-significantly higher GPA scores. Higher levels of both depression and anxiety symptoms scores were associated with lower GPAs at baseline. PHQ-9 scores, but not GAD-7 scores, independently predicted lower GPA scores at follow-up (p = 0.006). This relationship was no longer statistically significant after controlling for baseline GPA (p < 0.09). Conclusion This study confirms previous findings that around a third of university students are likely to be experiencing a depressive disorder at any one time. Furthermore, it provides important evidence regarding the negative impacts of emotional difficulties on students’ academic performance. The results support the need to consider the mental health of students who are struggling academically and highlight the importance of signposting those students to appropriate support, including evidence-based therapies.

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Section: Discussionsupporting

confidence: 88%

A longitudinal cohort study to explore the relationship between depression, anxiety and academic performance among Emirati university students

2020

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“…Findings showed that anxiety was significantly correlated to academic performance. The results showed that workload, choice of coping with stress, future prospects, and change in the system of education are the major types of anxiety affecting participants, giving significant relationships when cross-tabulated with gender and ethnicity (35). (36) investigated college students' procrastination and suggested countermeasures that students or administrators could use as strategies to reduce delay.…”

Section: Previous Studiesmentioning

confidence: 99%

The impact of perfectionism trait on anxiety and academic procrastination among international Saudi Arabian students studying in United States Universities

Alshehri¹

2020

IJST

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Objectives: To investigate the relationship of perfectionist personality traits to anxiety traits and academic procrastination. Also to examine the possibility of predicting trait anxiety and academic procrastination by measuring perfectionist personality traits. Methods/statistical analysis: the study followed the survey methodology. The sample consisted of 521 Saudi students studying in United States universities during the 2017-2018 academic year. Students participants were invited to complete an electronic survey that incorporated the: 1) Multidimensional Perfectionism Scale; 2) State-Trait Anxiety Inventory-Form Y; and 3) Tuckman Procrastination Scale. Regression analysis was utilized for study findings. Findings: the results of the study showed a significant positive linear relationship among trait anxiety with the three perfectionism dimensions: socially-prescribed perfectionism, self-oriented perfectionism, and other-oriented perfectionism. The findings also revealed a significant positive correlation between self-oriented perfectionism and academic procrastination. Novelty/applications: this study is the first of its kind to investigate the perfectionist trait and its relationship to academic procrastination and anxiety among Saudi students studying in the US.

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“…Others have shown that financial stress is related to academic performance. Adeoye-Agboola and Evans (2015) in their study found that anxiety or stress could influence students on their academic performance through their financials. Moreover, financial factors may also contribute to psychological distress of university students regardless of gender (Vasugi & Hassan, 2019).…”

Section: Social Relationship During Covid-19 Pandemicmentioning

confidence: 97%

Now Look What You’ve Done, COVID-19! The Impact on Academic Survival among Postgraduate Students in Malaysia

Nasir¹,

Ramli²,

Som³

2021

IJARBSS

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The COVID-19 pandemic has led to the closure of various sectors in Malaysia including the education sector. The COVID-19 pandemic caused major concerns among postgraduate students. Little is known about the academic survival impacts of COVID-19 among tertiary students, especially among the postgraduates. Therefore, this article aims to identify the impact of COVID-19 pandemic on academic survival among postgraduate students in Malaysia. An online survey through Google Form is conducted in October 2020, participated by a total of 606 postgraduate students from different backgrounds. Several postgraduate students have high level of social relationships; however, they are facing problems in terms of academic performance and financial stress. This study suggests that strategies and actions are urgently needed between the higher education ministry and universities to ensure the academic survival among postgraduate students amid the pandemic.

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The Relationship Between Anxiety and Academic Performance of Postgraduate International Students in a British University: A Cross-Sectional Quantitative Design

Cited by 16 publications

References 19 publications

A longitudinal cohort study to explore the relationship between depression, anxiety and academic performance among Emirati university students

A longitudinal cohort study to explore the relationship between depression, anxiety and academic performance among Emirati university students

The impact of perfectionism trait on anxiety and academic procrastination among international Saudi Arabian students studying in United States Universities

Now Look What You’ve Done, COVID-19! The Impact on Academic Survival among Postgraduate Students in Malaysia

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