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Academic Anxiety among Higher Education Students of India, Causes and

Preventive Measures: An Exploratory Study

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 International Journal of Modern Social Sciences, 2016, 5(2): 102-116
International Journal of Modern Social Sciences ISSN: 2169-9917
Journal homepage: www.ModernScientificPress.com/Journals/IJMSS.aspx Florida, USA
Article

Academic Anxiety among Higher Education Students of India,

Causes and Preventive Measures: An Exploratory Study

Atieq Ul Rehman

Department of Education, Aligarh Muslim University-Aligarh, 202002 (UP) India

E-Mail: atiequlrehman489@gmail.com

Article history: Received 5 April 2016, Received in revised form 14 May 2016, Accepted 20 May
2016, Published 9 June 2016

Abstract: Opting higher education in itself is a big challenge mostly in developing and
underdeveloped countries. Students’ entering in higher education system of these countries
comes across various issues like academic anxiety, academic depression, academic stress,
socio-economic hardships, anxious about uncertainty of future outcomes due to the lack of
employment opportunities, lack of life management skills, law and order problems in a
particular society so on and so forth. What measures are available in our country (India) for
those students who suffer from severe academic anxiety has attracted the researcher to
approach this problem. The basic aim of the study was to know various factors which lead
higher education students towards severe academic anxiety. What preventive measures are
available non-clinically and clinically to deal with severe academic anxiety problem? The
researcher has reviewed the related literature of academic anxiety to find out the factors
which lead students towards severe academic anxiety. Exploratory type of research design
was used for qualitative analysis. Results show that personal, familial, institutional, social &
political factors were identified as potential threat to provoke severe academic anxiety among
students. Various preventive measures are available both non-clinically and clinically for
students who suffer from severe academic anxiety. The need of the hour is to create
awareness among students, so they can take help of professional at the right time.

Keywords: Academic Anxiety, Higher Education, India, Social Problems, Political

Problems, Non-Clinical, Clinical.

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1. Introduction

Next to China, India is the most populated country in the world. Naturally there is too much rush
and competition in every field. So is the rush in technical and higher education has increased in the last
decades. India's higher education system is the third largest in the world, next to the United
States and China (Arunachalam, 2010). What’s more, the nation suffers from both a crippling quantity,
as well as quality challenge when it comes to higher education. For instance, the QS World University
Rankings, an annual listing of the world’s top universities had no Indian universities in the top 450 rank
of its recently released global list for 2015-2016. However, Delhi University had occupied the 481 rank
followed by rest of Indian universities. (QS World University Rankings, 2015-16). Also, India has low
Gross Enrolment Ratios (GER) in higher education. According to 2011-12 data, India’s Gross Enrolment
Ratio (GER) was 20.4 in Higher education compared with global average of around 26 percent.
Australia, Russia and the U.S., to name a few examples, have GERs upwards of 75 percent (All India
Survey on Higher Education, 2011-12). India has a long road ahead in fixing its supply-demand
imbalance in the education sector. The problems that confront higher education in India today are low
rates of enrolment, unequal access, poor quality of infrastructure, lower level of teaching quality, lack
of funding, traditional methods of teaching, inadequate facilities, unemployable graduates, low standards
of academic research and that too declining (Chahal, 2015). With new moves being planned on the policy
front, it is necessary to find concrete solutions to these problems mentioned above Thorat (2015). If any
system is have so many drawbacks, off course its stake holders and clients face hindrance during the
execution of different task. When hindrances are unbearable to its clients it leads them to maladjustment,
anxious about output of tasks at hand so on and so forth (Coplan, 1999). As far as anxiety is concerned,
it is a universal phenomenon that prevails in job sector, administrative sector and academic sector too as
revealed by previous researchers like Agarwal, Malhan & Singh, (1979) reported that nearly 42.5%
private sector employees in India suffer from depression or general anxiety disorder due to demanding
schedules, high stress levels and performance linked perquisites. Srivastava and Sen (1995) studied job
anxiety and job satisfaction among three groups of organizational employees and found that the three
groups of employees, namely top managers, middle managers, and workers in a private sector
organization, differed in terms of their job anxiety and job satisfaction. Results of the study indicate that
workers were having low job anxiety and high job satisfaction, followed by middle managers and top
managers. Study conducted by Ghaderi., Kumar., & Kumar (2009) revealed that Indian students were
more prone to anxiety disorders as compared to Iranian post graduate students. Raakhee & Aparna
(2011) in their study pointed out that 56.8 % of students experience one or other type of anxiety disorder.
15% were found having panic disorder, 13 % generalized anxiety disorder, 4% experienced separation
anxiety, 15.6 % social anxiety and 9.2% school avoidance anxiety. Academic anxiety has also been

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studied on a sample of special need’s children like visually disabled by Rani (2011) placed in inclusive
and exclusive school settings. Her study revealed that students placed in inclusive and exclusive school
settings have the same level of academic anxiety. Owens, et.al. (2012) pointed out that college students
frequently have more complex problems today than they did over a decade ago. Common stressors in
college include greater academic demands, being on your own in a new environment, changes in family
relations, changes in social life, exposure to new people ideas. The dissatisfaction arising from living
arrangements, poor participation in extracurricular activities, poor social relationships, poor staff-contact
are all significantly related to high mental morbidity.
Taking into considerations of several articles published on the psychological distress of college
students, one can safely conclude that 20 to 25 percent of student population worldwide is suffering from
psychological distress (Vitasari, et.al. 2010; Kumaraswamy, 2012). Deb., & Walsh (2010) studied
anxiety among adolescents in the city of Kolkata. Specifically, the study compared anxiety across
gender, school type and its relationship with academic achievement. They found that anxiety was
prevalent in the sample with 20.1% of boys and 17.9% of girls were found to be suffering from high
anxiety. More boys were anxious than girls and both anxiety and depression are negatively correlated
with academic performance. Nadeem, et.al. (2011) studied impact of anxiety on the academic
achievement of students having different mental abilities at University level in Bahawalpur (Southern
Punjab) Pakistan and found that when anxiety increases, academic achievement decreases both in male
and female students.
Most of the researches presented above were carried out on Indian population. It is also clear that
anxiety is prevalent among students population, which is harmful for their overall wellbeing in general
and ultimately it leads them to maladjustment in academics. If the problem of anxiety is not addressed
in the meantime, it leads to consequences like “I” Irritability, Insomnia, Impulsivity, Isolation and
Impotency (The New Indian Express, 13/04/14). So, it can be concluded on the basis of findings of
researches presented above that academic anxiety is prevalent among student population and work
directly or indirectly in lowering academic performance. How to solve this problem and what preventive
measures are available for those students who suffer from severe academic anxiety have motivated the
researcher to approach this problem.

2. Method & Procedure

2.1. Research Design

In the present study exploratory type of research design will be followed, which will be
qualitative in nature.

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3. Results

In the present study results were obtained by reviewing the related literature and personal,
familial, institutional, social & political factors were identified as potential threat to provoke severe
academic anxiety among students.

3.1. Factors/Causes of Academic Anxiety among Higher Education Students of India

Anxiety disorders may be caused by environmental factors, medical factors, genetics, brain
chemistry, substance abuse or a combination of these. It is most commonly triggered by some specific
situations or stress in day to day lives. Usually anxiety is a response to outside forces but it is possible
that a student may make himself anxious with negative self-talks. Generally, we can categorize
factors/causes of academic anxiety into five factors. (i) Personal factors which includes emotional
disorders, health disorders, maladjustment, poor study habits, low self-esteem, low intelligence, low
achievement motivation, loneliness, drug-addiction, lack of exercise, physical deformities etc. (Herring,
Kline, & O'Connor, 2015; Kumaravelan, & Selvaraju, 2015; Siahi, & Maiyo, 2015; Kumar, 2013;
Talwar, 2006; Kaur, 1991; Thilagavathi, 1990; Dutt, 1989). (ii) Familial factors include poor socio
economic status, divorced parents, separation from family, poor family environment, authoritarian
parents etc. (Gautam, 2011; Mehrotra, 1986; Yadav, 1989; Sabapathy, 1986; Barinder, 1985) (iii)
Institutional factors are type of school (Public/Private) school environment, teacher taught relationship,
content taught, infrastructure facilities etc. (Vazalwar, 2002; Mahato & Jangir, 2012; Mattoo & Nabi,
2012) (iv) Social factors include irrational norms imposed by society, casteism, sectarianism, unequal
distribution of resources not delivering justice etc. (Natarajan, 2015; Shamsuddin, 2013; Lenka & Kant,
2012; Hemamalini, 2011; Bhasin, 2010; Ghaderi, 2009) and (v) political factors include law and order
situation in a particular area, infiltration, terrorism etc. (Bhansali & Trivedi, 2008; Verma, 1990).
All these factors have significant contribution in inducing or deducing academic anxiety of students at a
particular time as revealed by various researchers mentioned above.

3.2. Types of Academic Anxiety Disorders Students Suffer From

Broadly, educational psychologists categorize academic anxiety into three types as follows:
A. Severe Academic Anxiety: It leads students toward extreme unreal fears e.g. I will definitely fail in
most of the subjects. When teacher will enter in classroom, he/she will surely abuse me in front of
my classmates etc. In fact negative emotions are more dominant among students who are suffering
from severe academic anxiety.

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B. Moderate Academic Anxiety: It is a pre-requisite for successful teaching learning to take place. It
works as a motivating force e.g. If I will not study much before final exam, I may fail, Although I
am not good at math but if I will try my best, I can obtain good marks etc.

C. Mild Academic Anxiety: It mostly works as de-motivating force among students e.g. When teacher
will enter in classroom, he/she will not abuse me in front of my classmates even if I disturb the
classroom discipline. Although, I am not good at math but I will pass. I lack interest in academic
activities etc.

3.3. Types of Pure Anxiety Disorders Students Suffer From

Psychologists have categorized pure anxiety disorders into six different types and they are as
follows:
A. Generalized Anxiety Disorder (GAD) is a psychological disorder characterized by excessive or
disproportionate anxiety about several aspects of life, such as work, social relationships or financial
matters.
B. Obsessive Compulsive Disorder. (OCD) It is a common, chronic and long-lasting disorder in which
a person has uncontrollable, reoccurring thoughts (obsessions) and behaviors (compulsions) that he
or she feels the urge to repeat again and again.
C. Post-Traumatic Stress Disorder. (PTSD) It is a condition of persistent mental and emotional stress
occurring as a result of injury or severe psychological shock, typically involving disturbance of sleep
and constant vivid recall of the experience, with dull responses to others and to the outside world.
D. Social Anxiety Disorders. (SAD) It is characterized by a significant amount of fear in one or more
social situations causing considerable distress and impaired ability to function in at least some parts
of daily life. It is the most common anxiety disorder and one of the most common psychiatric
disorders.
E. Phobias. It is an extreme or irrational fear of or aversion to something. It is a type of anxiety disorder,
usually defined as a persistent fear of an object or situation the affected person will go to great lengths
to avoid, typically disproportional to the actual danger posed.
F. Agoraphobia. It is just an extreme or irrational fear of open or public places. It is characterized by
anxiety in situations where the sufferer perceives the environment to be dangerous, uncomfortable,
or unsafe. These situations can include wide-open spaces, uncontrollable social situations, unfamiliar
places, shopping malls, airports, and bridges.

Anxiety disorders occur due to emotional disorders. Generally we sublimate our emotions into
three ways and they are expression of emotions, redirection of emotions, and suppression of emotions.

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Which emotion to be suppressed, which to be redirected and which should be expressed can be known
by students only when they are emotionally intelligent enough. Common emotional problems
encountered by adolescents are anxieties about aspects of study including exams and presentations,
general stress, depression, relationship difficulties, eating problems, bereavement, parental separations,
loneliness and homesickness, lack of self-confidence or low self-esteem, managing transitions, making
difficult decisions, traumatic experiences including rape assault and abuse, difficulties with alcohol or
drugs, issues around sex and sexuality, self-injury, suicidal thoughts, anger management, worries about
appearance, depression and disturbed family environment etc. as reported by (Sodhi, Chabra & Goel,
2012; Pathak et.al. 2011; Mohanraj & Subbaiah, 2010). Behavioral problems includes tobacco use,
frequent smoking, substance abuse and marijuana use were statistically significant factors associated
with low academic performance of adolescents (Mohan et.al. 2005; Cox et.al. 2007; Mumthas &
Muhsina, 2014). In a study conducted by Kaur (2006) it was found that major areas of change and
challenges that an individual pass through during adolescence age are physiological, cognitive,
psychological and emotional changes. In adolescent age some students enter into the professional
education and they need to face many challenges to which they have never been exposed earlier. In
addition to that the pressure to earn good grades and to earn a degree at this stage of education is very
high (Hirsch & Ellis, 1996). Some other potential sources of stress as indicated by the study of Kohn &
Frazer (1986) include excessive homework, unclear assignments, and uncomfortable classrooms.
Besides, academic requirements, relations with faculty members and time pressures may also be a source
of stress (Sagan, Cohen & Lowental, 1988). Reddy (1989) conducted a study to find out the adjustment
and problem areas of adolescents in the school and results revealed that most of the problems were
concentrated on academic anxiety followed by anxiety regarding their future. Verma & Gupta (1990)
explored the causes of basic academic pressure burdening the school going adolescents. It was found
that academic stress was caused due to examination system, burden of homework and attitudes of parents
and teachers. It is important for the society that students' community would learn and acquire necessary
knowledge and skills that will in turn make them to contribute positively to the development of the
general economy of any nation.

3.4. Dimensions of Academic Anxiety

Review of the related literature indicates various dimensions of academic anxiety that are
mentioned below. A psychologist or a teacher can address the dreadful problem of academic anxiety in
a systematic manner if he/she will know the dimensions of academic anxiety.
A. Academic anxiety symptoms—abnormal behaviour of a student shown at the beginning of any
new academic task like procrastination in academic activities, worrying most of the time, perform

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poorly in school work, fail classes and withdraw from socializing with peers or pursuing activities
that interest him/her.
B. Anxiety from poor study habits—anxiety caused by study strategies applied by students in their
daily academic learning process.
C. Anxiety from subjects—possessing negative attitude towards a particular subject or different
subjects due to one or the other reason. Anxiety caused by it is called anxiety from subject.
D. Anxiety from school environment—anxiety caused by prevailing school environment like stiff
competition among students, role of school administrator (Authoritarian/Democratic) is called
anxiety from school environment.
E. Anxiety from teachers—teaching incompetency and partial attitude of teachers inside the
classroom also provoke academic anxiety of students. Anxiety occurring due to this phenomenon
is called anxiety caused by teachers.
F. Anxiety from examination—Introduction of schemes like continuous and comprehensive
evaluation (CCE) may lead students towards severe anxiety sometimes. Anxiety caused due
examination type (Formative & Summative) is called anxiety from examination.

3.5. Non-Clinical Preventive Measures

 Academic management skills should be taught to students from beginning. They should be asked to
manage their time adequately; let them to know their limitations and not to take on too much. Find
out what caused them stress. Avoid unnecessary conflict at campus or inside the hostel. Accept the
things which cannot be changed. Develop optimism and positive thinking style. Guide them to avoid
alcohol, nicotine, smoking and caffeine as coping mechanisms. Help them to seek academic
assistance from experts like counselor, teachers etc. Read out the whole syllabus for a reality check.
Accept uncertainty and do not expect results very early. Practice relaxation techniques such as
mindfulness meditation, progressive muscle relaxation, and deep breathing can reduce anxiety
symptoms and increase feelings of relaxation and emotional well-being. Participate in co-curricular
activities such as exercising regularly will help to bust stress and anxiety.
 Students migrating from rural background, poor socio economic to urban areas are at higher risk of
maladjustment because of new environment. They should be guided from beginning about new
challenges which they are going to face in college/university life. It will help them to face all issues
and challenges boldly that will come in their way during the entire years of university/colleges.
 Pre-service and in-service teachers should be taught skills to manage students suffering from severe
academic anxiety. They should be exposed to measures which are helpful to deal with both non-
clinical and clinical cases.

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 Poor study habits, poor school environment, high expectation of parents from their wards also lead
to severe academic anxiety sometimes. Orientation programmes must be organized for parents &
teachers to make them aware about their ward limitations & how to develop good study habits among
student.
 Adolescents’ age is the age of anxiety and tensions due to biological mechanism but that is a natural
process which cannot be suppressed. In this regard counseling of parents is highly essential to make
them aware about various characteristics of adolescents and the methods to deal with them.
 Academic anxiety may make it difficult for students to concentrate on a range of tasks including
reading, writing, listening and speaking. Students who suffer from academic anxiety may have
intrusive thoughts which prevent them to think logically and clearly. In order to bring academic
anxiety up to the optimum level, teachers must know what are the symptoms of Severe/Mild
academic anxiety and they are nervousness, anger, inability to sleep, fatigue, stomachache, worry,
rapid breathing, sweaty palms, inability to concentrate, burnout, depression, more self-critical,
impatient, high blood pressure, headache, muscular aches, increase or decrease in appetite, dry
mouth, more easily confused, frequent absence from school etc. To some extent students can
overcome these problems by providing emotional, social and moral support. Early identification of
these symptoms followed up with treatment at the right time can also lessen academic anxiety of
students.
 Many students will experience some form of anxiety or panic during their time at school, college or
at university and it is more likely to occurs at specific times during academic years like while having
exams, promoting themselves from one class to another, having poor understanding of some subjects
so on and so forth. The effects of anxiety on study tend to fluctuate. Sometimes students have
difficulty in concentration while at others they will be focused and productive. Systematic behavioral
strategies should be followed by parents and teachers like being calm and cool in pressure like
situation, being optimist in spite of failure in different day to day activities, being positivist in spite
of odds will help students to get relieve from severe anxiety symptoms.
 Guidance and counseling cell as advocated by Kothari Education Commission (1964-66) is the need
of the hour at higher education institutions. Guidance and counseling helps the students in selecting
their courses in the light of their abilities, attitude, aptitude and interests. It is obvious that selection
of wrong choices leads to lessening of interest towards study which further reduces the academic
achievement. Ultimately, the student remains underachiever throughout his/her life.
 Moral and spiritual development of students should be in harmony with intellectual development,
which will ultimately lead students towards over all personality development. All round development
of personality helps students to deal with most of the challenges in academics skillfully. Being skill

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full in academics bring interest in academic activities which ultimately will help students to get rid
of from severe academic anxiety.
 Exposure therapy is the best technique to get relieve from severe academic anxiety related to a
particular subject. It involves the exposure of students to the feared subjects like mathematics,
physics etc. without any fear of pass/fail in order to overcome anxiety.

3.6. Help Full Books and Websites

 Bantley, J.K., & Zinn, J. (2007). Calming your anxious mind (2nd ed.) Oakland: New Herbinger
Publications Inc.
 Bourne, E.J. (2005). The anxiety and phobia workbook (4th ed.) Oakland: New Herbinger
Publications Inc.
 Frsyth, J.P., & Eifer, G.H. (2007). The mind fullness and acceptance workbook for anxiety. Oakland:
New Harbinger Publications Inc.
 Heubner, D. (2006). What to do when you worry too much. A kids guide to overcoming anxiety.
Washington: Magination Press.
 Jom, S.H., Toufexis, D., & Triggle, D. J. (Ed.). (1989). Drugs, the straight facts, anti-anxiety drugs.
New York: Chelsea Publication House.
 Sanders, D., Wills, F., Dryden, W., & Dowd, E.T. (Ed.). (2003). Counseling for anxiety problems.
(2nd ed.). London: SAGE, Publications.
 Vimala, V., & Singh, S. (2002). Anxiety disorders: Psychological assessment and treatment. New
Delhi: Sage Publication.
 Anxiety Disorders Association of America. (web log) http; // www.adaa.org.
 Anxiety Online. (web log) http://www.arcvic.org.au/
 Children Disabilities Information. (web log) http; www.childrendisabilities.info
 Cornell University Centre for Teaching and Learning. (web log)
http://www.sbbh.pitt.edu/files/other/Anxiety_LNG_newsletter.pdf
 Exam Anxiety. (2015). (Web log). Retrieved on 07/01/15 from: http; //Success/examanxiety.asp
 Mental Health Online. (web log) https://www.anxietyonline.org.au/
 National Alliance on Mental Illness. (web log) http; // www.nami.org
 Substance Abuse and Mental Health Service Administration. (SAMHSA) (web log)
http;//mentalhealth. Samhsa.gov
 Test Anxiety. (web log) http://hill.mysdhc.org/teacher/1871eten/documents/test%20
 anxiety%20 brochure.pdf

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3.7. Clinical Preventive Measures

There are some clinically effective methods to energies anxious thoughts of individual to
productive channels. These thoughts are redirected by professionals either psychiatrists or psychologists
through following ways.
 Cognitive-Behavior Therapy focuses on thoughts or cognitions in addition to behaviors. In anxiety
disorder treatment, cognitive-behavioral therapy helps to identify and challenge the negative thinking
patterns and irrational beliefs that fuel higher anxiety.
 Exposure Therapy for anxiety disorder treatment encourages to confront fears in a safe and
controlled environment. Through repeated exposures to the feared object/subject or situation, either
in imagination or in reality, the students will gain a greater sense of control. As students will face
their fear in academics without being harmed, their anxiety will gradually diminish.
 Medication for Anxiety Disorders. A variety of medications, including benzodiazepines and
antidepressants, are used in the treatment of anxiety disorders. But medication is most effective when
combined with behavioral therapy and anxiety self-help strategies. Medication may sometimes be
used in the short-term to relieve severe anxiety symptoms so that other forms of therapy can be
pursued. Long-term Medication includes Selective serotonin reuptake inhibitors (SSRIs), such as
sertraline, fluoxetine, citalopram or paroxetine, venlafaxine, pregabalin. Short-term Medication
includes Antihistamines, benzodiazepines, buspirone.

4. Conclusion

Generally, there are five factors personal, familial, institutional, social and political which lead
students towards severe anxiety disorders sometimes. Severe anxiety disorders leads to cognitive
distortions, dysfunctional schema, psychosomatic complaints, headaches, stomachache, fainting etc.
The educational psychology literature reports that consequences of severe anxiety include cautious or
rigid thinking, limited responsiveness, interference with cognitive processes, diminution of complex
intellectual processing and problem solving, heightened susceptibility to persuasion, higher likelihood
of imitating models and increased attention to oneself rather than to the environment. In nutshell we can
say that it is severe state anxiety which mostly works as hindrance in students’ academic performance.
So many non-clinical and clinical preventive measures are available in order to handle the problem of
severe academic anxiety prevalent among students but the need of the hour is to create awareness among
students and teachers about them by organizing seminars, conferences, workshops, symposiums etc.

Acknowledgments

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I would like to acknowledge the support and encouragement of my supervisor Dr. Mohd Abid
Siddiqui. I would also like to thank particularly Dr. Showkeen Bilal Ahmad Gul for an insightful
discussion at every step while carrying out the present investigation.

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