Assignment Overview
College students experience a lot of challenges in their academic studies. Although stress is part and parcel of people’s lives, it has grown to become very prevalent among college students (Beiter et al., 2015). There has been an increasing level of concern about mental health and the effect of unidentified and untreated mental illness among college students. Despite the high prevalence of mental health problems, particularly depression and anxiety, these college students are finding it difficult to access traditional mental health treatment. The extent to which anxiety, stress, and depression impact college life makes thorough research necessary to help these students. The objective of the study is to investigate the interrelationship between anxiety level with academic performance and well-being of college students.
Background
Anxiety is physiological as when as a psychological state with behavioural components such as physical, emotional, and cognitive (Beiter et al., 2015). A person tends to suffer from anxiety either in the presence or the absence of psychological stress, and thus, it is often accompanied by fear, uneasiness, and worry emotional elements, among others. According to the recent study conducted by the Anxiety and Depression Association of America, seven out of ten US adults have experienced mild stress or anxiety on a daily basis (Beiter et al., 2015). Anxiety is part and parcel of everyday living, with the surrounding environment contributing to its development. The conditions that college students are exposed tend to make them more predisposed to stress. It is therefore vital to explore the interrelation between anxiety level and college students’ well-being along with its impact on academic performance.
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Generally, the attainment of a college degree is often considered to be a sign of success, with most students travelling from their home state upon completing their secondary education to attend to their college studies. The transition from one education level to another, along with the inter-state movement, can cause depression, anxiety, and stress among these students (Kumaraswamy, 2013). Previous studies suggest the existence of a correlation between the transition into post-secondary school and appetite disturbance, concentration problems, and depression (Beiter et al., 2015). In addition, homesickness, which is one of the primary outcomes of the aforementioned transition, also affects college students, particularly freshmen. Academics, which is an integral part of the life of college students, call also be another cause of stress. The pressure to meet the grade requirements, meeting assignment deadlines, and sitting for tests can be a huge cause of stress, particularly for persons who do not have quality time management skills. To effectively design treatments for college students, it is vital to comprehend what other aspects of life, in addition to academics, may be causing an increase in depression, stress, and anxiety (Lattie et al., 2019). It is therefore vital to investigate the correlation between anxiety level and student’s well-being and academic performance to effectively address the problem of mental health among college students.
The Present Study
To investigate the correlation between anxiety and the well-being of college students, a survey will be conducted. The survey targets to collect the various measures of anxiety from college students. The survey, which will be administered in the form of an online questionnaire will assess multiple aspects of mental health, including stress and its cause among college students, students with depression and anxiety as a result of both academic and non-academic activities. In addition, upon identifying the level of anxiety among the subjects, the study will also collect information about the academic performance of each participant to facilitate the process for correlating anxiety and academic performance. Participants will also be queried about their perspective on the state of well-being.
Method
Participants
The participants will be sampled from the California Baptist University students using the convenience sampling method. The study sampled 30 participants from the students who were in session. To ensure that there was gender balance among the participants, the study ensured that no more than half of the participants came from the same gender. Therefore, 15 female and 15 male students were selected randomly from the California Baptist University student fraternity to partake in the study. Aside from being students, the research team ensured that the participants were doing their first degree. Permission was obtained from the participants, along with their professors, before they were scheduled for the survey. The sample size is representative of the student body at California Baptist University.
Measures
To measure the factors that contribute to the development of stress, the participants will be required to fill details about their daily workload and any form of transition from the previous level. To effectively compare the level of anxiety and stress to individual workload, participants will be required to provide information about the number of hours spent at work. In addition to that, one will be required to answer a question about the hour spent on non-academic activities. This will help when analyzing the impact of academic activities on stress development. Transition, whether physical on from one level to another will be investigated through questions about the participant’s home state and a direct question as to whether one transferred from another school. Year of school will also measure the impact of transition on stress development.
Asking participant about the occurrence of any anxious incident within the past week will help in gauging the level of anxiety experienced by the participant. Participants will also be asked about their long-term state of depression. The inquiry about the participants’ perceived cause of stress, depression, or anxiety, will be used as a measure of the relationship between anxiety level and participants’ well-being (Beiter et al., 2015). Furthermore, the question will also provide detail about the association between anxiety level and academic performance. Upon the completion of the survey, the study would have gathered information about the potential sources of stress and their effect on academic life as well as the well-being of the participants.
Procedure
Before a participant can complete the survey, he or she must sign a consent form that acknowledges his or her consent to their participation in the study and the consent to analyze their responses (Beite et al., 2015). The participants will be assured about the confidentiality of their responses. After that, the participants will proceed to respond to the online questionnaires. The respondents must meet the set requirements to participate in the study. The questionnaire will incorporate a variety of questions including questions about demographic information, questions about depression, anxiety, and stress, and a portion about stressor evaluations. The purpose of the demographic questions is to collect personal information about the client, their routine, and any pre-existing stressors (Beiter et al., 2015). On the other hand, questions about depression, anxiety, and stress, will provide details about the absence or the existence of these mental health problems among the participants. The final groups of questions targets to develop a relationship between the primary variables of the study. The questions target to inform the research about the impact of stress, anxiety, and depression on academic performance. The participants are expected to respond to all questions. Upon the collection of responses from all participants, the collected data will be analyzed using relevant statistical methods. With the aid of SPSS, the study will be able to make inferences about the impact of anxiety level with academic performance on the well-being of college students.
References
Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S. (2015). The prevalence and correlates of depression, anxiety, and stress in a sample of college students. Journal of affective disorders , 173 , 90-96.
Kumaraswamy, N. (2013). Academic stress, anxiety and depression among college students: A brief review. International review of social sciences and humanities , 5 (1), 135-143.
Lattie, E. G., Adkins, E. C., Winquist, N., Stiles-Shields, C., Wafford, Q. E., & Graham, A. K. (2019). Digital mental health interventions for depression, anxiety, and enhancement of psychological well-being among college students: Systematic review. Journal of medical Internet research , 21 (7), e12869.
