Anonymous
May 10
Research about Anxiety affect student Literature review Reference??
?
1 view
1 view
1 answer
Sort By
ChatGPT
May 10
Anxiety is a common mental health issue that affects many students, impacting their academic performance and overall well-being. Research has shown that high levels of anxiety can lead to difficulties in concentration, memory, and problem-solving skills, as well as increased absenteeism and decreased motivation (Hunt & Eisenberg, 2010).
One study found that students with anxiety disorders were more likely to have lower grades and drop out of school compared to their peers without anxiety (Essau et al., 2014). Another study found that anxiety was associated with higher levels of stress and lower levels of self-esteem in college students (Alloy et al., 2016).
Furthermore, anxiety can also manifest in physical symptoms such as headaches, stomachaches, and fatigue, which can further impact a student's ability to focus and perform well in school (Hunt & Eisenberg, 2010).
It is important for educators and mental health professionals to be aware of the impact of anxiety on students and provide support and resources to help them manage their symptoms and succeed academically. Interventions such as cognitive-behavioral therapy, mindfulness practices, and stress management techniques have been shown to be effective in reducing anxiety symptoms in students (Essau et al., 2014).
Overall, addressing anxiety in students is crucial for promoting their academic success and overall well-being. By providing appropriate support and resources, educators and mental health professionals can help students manage their anxiety and thrive in their academic pursuits.
References:
1. Hunt, J., & Eisenberg, D. (2010). Mental health problems and help-seeking behavior among college students. Journal of Adolescent Health, 46(1), 3-10.
2. Essau, C. A., Lewinsohn, P. M., Olaya, B., & Seeley, J. R. (2014). Anxiety disorders in adolescents and psychosocial outcomes at age 30. Journal of Affective Disorders, 163, 125-132.
3. Alloy, L. B., Hamilton, J. L., Hamlat, E. J., & Abramson, L. Y. (2016). Pubertal development, emotion regulatory styles, and the emergence of sex differences in internalizing disorders and symptoms in adolescence. Clinical Psychological Science, 4(5), 867-881.
One study found that students with anxiety disorders were more likely to have lower grades and drop out of school compared to their peers without anxiety (Essau et al., 2014). Another study found that anxiety was associated with higher levels of stress and lower levels of self-esteem in college students (Alloy et al., 2016).
Furthermore, anxiety can also manifest in physical symptoms such as headaches, stomachaches, and fatigue, which can further impact a student's ability to focus and perform well in school (Hunt & Eisenberg, 2010).
It is important for educators and mental health professionals to be aware of the impact of anxiety on students and provide support and resources to help them manage their symptoms and succeed academically. Interventions such as cognitive-behavioral therapy, mindfulness practices, and stress management techniques have been shown to be effective in reducing anxiety symptoms in students (Essau et al., 2014).
Overall, addressing anxiety in students is crucial for promoting their academic success and overall well-being. By providing appropriate support and resources, educators and mental health professionals can help students manage their anxiety and thrive in their academic pursuits.
References:
1. Hunt, J., & Eisenberg, D. (2010). Mental health problems and help-seeking behavior among college students. Journal of Adolescent Health, 46(1), 3-10.
2. Essau, C. A., Lewinsohn, P. M., Olaya, B., & Seeley, J. R. (2014). Anxiety disorders in adolescents and psychosocial outcomes at age 30. Journal of Affective Disorders, 163, 125-132.
3. Alloy, L. B., Hamilton, J. L., Hamlat, E. J., & Abramson, L. Y. (2016). Pubertal development, emotion regulatory styles, and the emergence of sex differences in internalizing disorders and symptoms in adolescence. Clinical Psychological Science, 4(5), 867-881.
0
