Anxiety In Higher Education

1154 Words5 Pages
The higher education is transition period for the employment. The academic environment is a stressful experience; students are faced with changes in the form of learning and personal. The workload is perceived as stressful and it can lead to mental disturbances and the perception that have of his/her cognitive acting can be a lot of times lower to their expectations. Such it has been corroborated by the high prevalence of disturbances of Anxiety among students of the higher education (1, Dyrbye et al 2006). In higher education testing frequently represents the primary tool measuring student’s capacity and academic performance (1, Nata, 2007, Burns 2004). The test is an instrument to collects information that affect directly the student's…show more content…
These emotional states are often accompanied by physiological symptoms and vary from person to person. These symptoms serve as a warning sign of an impending danger and enable decision making. The fact that the event be perceived as stressful depends on its nature and the defense resources and coping mechanisms of the individual (Kaplan et al,). The term anxiety to the tests refers to the group of phenomenological answers, physiologic and Behavioral with the possible negative consequence or disapproval in an evaluation situation (Zeidner, 1998). Anxiety to the tests is characterized by a physical excitement associated to a concern that interferes with the attention, the memory and affect the capacity of socket of decisions. Additionally, it can also be interpreted as concerns or emotions relatively to the academic exigency…show more content…
These reactions vary of student for student depending on the individual experiences, the nature of the problem to be solved, of the resources of defenses and mechanisms of the individual's coping (Zeidner, 1998). The prevalence of the anxiety to the tests is around 25% to 45%. The percentages are higher in the women and it is expected the increments along the years as a consequence of the excessive valorization of the evaluations and consequently increase of school failure (4). Test anxiety have negative correlation with academic performance (5). About 20% of students have result low in the exams caused by the high anxiety to the tests (Note 2007). There are many theories to explain the origin of Test Anxiety. For Zeidner (1998), two factors exist: antecedent distal and proximal. The distal antecedents have an indirect influence in response to evaluation situations examples are organic and environmental factors (parental specific patterns, child relationship, experiences in preschool and school, cumulative experiences of failures). The proximal antecedents are factors that are immediately or responsible directly for the anxiety reaction in evaluative context example: competition in the evaluation, test difficult test and very important test for the student. The factor distal molds Test Anxiety in as a situation or be a specific line or

More about Anxiety In Higher Education

Open Document