Anxiety is a physiological as well as psychological state with behavioral components such as physical, emotional, and cognitive ( Beiter et al., 2015 ). Anxiety level can happen in the presence or absence of psychological stress, and therefore it is accompanied by fear, uneasiness, dread, and worry emotional elements. According to Steinmayr, Crede, McElvany, and Wirthwein (2016) , the anxiety level is predetermined by stress as a response factor and creates an inability for an individual to deal with prevailing challenges that exceed their expectations, hence leading to anxiety disorder. A report by Ridner et al. (2016) indicates that many children, as well as adolescents, are affected by anxiety, with almost 40 million adults in the United States suffering from anxiety disorder due to economic constraints affecting their day-to-day activities. Anxiety is an intrinsic part of human nature, and as per psychologist, the surrounding environment subject college students to stressful elements. It is paramount to reflect on the interrelation between anxiety level with academic performance and well-being for college students and offer solutions on the proper theoretical framework academic performance can be enhanced under extreme challenges. The outcome of education is academic performance, and therefore the optimal level of stress will enhance learning ability and offer drastic improvement in academic performance.
Anxiety Concept
The emotional reaction comes as a result of fear and anxiety level. Anxiety concept can be reflected based on the theory of psychological analysis, which indicates that anxiety is an emotional pain that causes disease, inflammation, and injury in people's brains ( Cazan & Năstasă, 2015 ). Psychological analysis theory maintains that stress is an unavoidable phenomenon for students in terms of their academic performance. Due to gender, females are most vulnerable to stress and anxiety than males. Anxiety level is predetermined as mild with a healthy status, moderate with unhealthy status, severe with difficulty in communication and severe perception field, or panic anxiety with total disruption of perception field. However, anxiety causes several psychiatric disorders such as Generalized Anxiety Disorder, Panic Disorder, Agoraphobia, Phobias, Obsessive-Compulsive Disorders, and Post Traumatic Stress Disorder.
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Students Anxiety and Academic Performance
Academic performance is the measure and rating of students after doing exams or assignments to meet academic standards in education setup. Grading is used to determine academic performance and the successful effort of each student. However, the performance is influenced by various factors such as exam preparation, level of hard work, and level of anxiety. Every student has goals in academic life, and one of the main aspects to take into consideration is the desire, strategy, and techniques that put them free of anxiety. Gender, marital status, residential, ethnicity, and demographic traits all affect the academic performance of college students. According to Pluut, Curşeu, and Ilies (2015) , the effect of anxiety on academic performance brings about disruption with poor attention to tasks given, and therefore, academic demands outdo student's capability to handle exams due to associated psychological cost.
Anxiety affects social life, skills development, academic performance, and well-being of children as well as adolescents. College students are vulnerable to anxiety disorder as it impairs their memory and cognitive functions, hence academic failure and poor performance ( Beiter et al., 2015 ).The interrelation between anxiety level with academic performance and well-being for college students is predetermined by anticipation, onset, and eventful reaction stimuli to the examination and assignments at hand. Students fail to be organized, read, and get ready for examination when subjected to a high level of anxiety as compared to their counterparts in terms of academic performance. Course workload perception, time management, coursework experience, beliefs, and family issues determine the level of anxiety and student academic performance. However, it is a challenge for an anxious student to perform well in assignments and examinations due to negative thoughts invested in their brain and irrelevant cognition that leads to memory disruption.
Conclusion
The paper discusses the interrelation between anxiety level with academic performance and well-being for college students. Anxiety is an intrinsic part of human nature, and as per psychologists, the surrounding environment subject college students to stressful elements. Females are most vulnerable to stress and anxiety than their counterparts since gender is a determinant of the college student’s emotional, cognitive, and physical states. Anxiety level is predetermined as mild with a healthy status, moderate with unhealthy status, severe with difficulty in communication and severe perception field, or panic anxiety with total disruption of perception field. However, Gender, marital status, residential, ethnicity, and demographic traits all affect the academic performance of college students. The performance is influenced by various factors such as exam preparation, level of hard work, and level of anxiety. Anxiety affects social life, skills development, academic performance, and well-being of children as well as adolescents. College students are vulnerable to anxiety disorder as it impairs their memory and cognitive functions, hence academic failure and poor performance.
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.
Cazan, A. M., & Năstasă, L. E. (2015). Emotional intelligence, satisfaction with life and burnout among university students. Procedia-Social and Behavioral Sciences , 180 , 1574-1578.
Pluut, H., Curşeu, P. L., & Ilies, R. (2015). Social and study related stressors and resources among university entrants: Effects on well-being and academic performance. Learning and Individual Differences , 37 , 262-268.
Ridner, S. L., Newton, K. S., Staten, R. R., Crawford, T. N., & Hall, L. A. (2016). Predictors of well-being among college students. Journal of American college health , 64 (2), 116- 124.
Steinmayr, R., Crede, J., McElvany, N., & Wirthwein, L. (2016). Subjective well-being, test anxiety, academic achievement: Testing for reciprocal effects. Frontiers in psychology , 6 , 1994.
