Anxiety In College Students Research Articles

The Effects of Mindfulness Practice on Anxiety and Test Anxiety in a College Student Population Utilizing a RCT and WLC

Mindfulness interventions for test anxiety in a college student population are beneficial. This study expands on the existing literature by examining how online mindfulness practices may help alleviate anxiety and test anxiety in college students utilizing a waitlist control group (WLC). This study assessed the effects of online mindfulness practices over a five-week period on anxiety and test anxiety in college students. Participants included 79 college students that were randomly assigned to either sitting meditation or WLC. Weekly mindfulness practices were given to participants to complete on their own for 5 weeks. The WLC did not do any mindfulness for the first five weeks. Participants in both conditions showed significant within-group reductions in test anxiety, overall anxiety, and DASS scores from start to finish of their mindfulness intervention. Both groups also showed increases in FFMQ scores. Mindfulness may play a role in the reduction of anxiety and test anxiety. While college counseling centers are facing hiring challenges, being understaffed, and counselors dealing with burnout, offering resources such as free online mindfulness programs can provide supplemental options for counseling centers. They also offer students dealing with anxiety and test anxiety an option to utilize these programs on their own. Further research is needed to further determine how mindfulness may affect anxiety and test anxiety in college students.

Prayer Therapy as an Alternative Treatment for Anxiety in College Students

This study aims to examine the effectiveness of prayer therapy as an alternative treatment in reducing anxiety levels in students. The background of the research is based on the high prevalence of anxiety among college students, which can interfere with their academic and social functioning. The study uses a quantitative method with a quasi-experimental approach of one-group pretest-posttest design. A total of 30 students in Palembang were sampled through purposive sampling techniques. The intervention provided was in the form of peace of mind prayer therapy, which was carried out for one week routinely before going to bed, waking up, and after praying five times. Anxiety level measurements were carried out before and after treatment using questionnaires, and data were analyzed by paired sample t-test using SPSS. The results of the analysis showed a significant difference between the level of anxiety before and after prayer therapy was given (p < 0.05), indicating that prayer therapy was effective in reducing anxiety. The study also found that the effectiveness of prayer therapy did not differ between male and female college students. These findings reinforce that prayer therapy can be a simple, affordable, and contextual alternative to spiritual-based psychological interventions for college students experiencing anxiety. Therefore, prayer therapy is recommended as one of the companion approaches in counseling services or mental strengthening of students, especially in a religious environment.

Relationship between socioeconomic status dimensions and academic anxiety of college students

This quantitative correlational study examined the relationship between various dimensions of socioeconomic status (SES) and academic anxiety among 330 Filipino college students in Metro Manila, Phillipines. Data were collected through online surveys utilizing two adapted instruments: a 10-item Socioeconomic Status Questionnaire and an 11-item Academic Anxiety Scale. Pearson correlation and multiple regression analyses were conducted to assess the associations and predictive strength of SES indicators—such as parental education and occupation, family income, family size, gender, and age—on academic anxiety. Results revealed that higher paternal education and office-type paternal occupations were significantly associated with increased academic anxiety, while lower paternal education and manual labor occupations were associated with reduced anxiety. Family income exceeding ?20,001 was positively correlated with anxiety, possibly due to increased academic expectations. Regression analysis showed that paternal education, paternal occupation, family size, and student age collectively explained 19.9% of the variance in academic anxiety. These findings highlight the nuanced effects of SES, particularly paternal factors, on students' psychological stress. The study underscores the importance of culturally responsive support strategies such as parental education workshops, financial literacy training, and targeted anxiety interventions for students. Future research should consider longitudinal and qualitative methods to explore the underlying cultural mechanisms and long-term outcomes.

Cross-cultural measurement equivalence of the seven item general anxiety disorder scale (GAD-7) in college students of six countries of Latin American.

Cross-cultural measurement equivalence of the seven item general anxiety disorder scale (GAD-7) in college students of six countries of Latin American.

Self-Efficacy and Emotional Intelligence as Predictors of Public Speaking Anxiety in College Students

This study involved three variables, namely self-efficacy (X1), emotional intelligence (X2), and anxiety of public speaking (Y). The research sample consists of 175 students from the class of 2017 (semester 2) at Satya Wacana Christian University (Universitas Kristen Satya Wacana, UKSW), representing 13 existing faculties. This study uses a quantitative method with a sampling technique employing random sampling. The data collection technique utilized is scale distribution. The variable of public speaking anxiety uses a scale from Bartholomay & Houlihan (2016), which consists of 17 items. The self-efficacy variable uses the scale of Ralf Schwarzer and his colleagues (in Zhou, 2015), which consists of 10 items, and the emotional intelligence variable uses the scale of Schutte et al. (in Jonker & Vosloo, 2008), which consists of 29 items. The results of the study prove that: 1) Self-efficacy independently can be a predictor for the emergence of public speaking anxiety in UKSW students; 2) Emotional intelligence independently cannot play a role as a predictor for the emergence of public speaking anxiety in UKSW students; and 3) Self-efficacy and emotional intelligence together can play a role as a predictor, accounting for 12.7% of the appearance of public speaking anxiety in UKSW students.

Correlation of Gender, Major, and Residence on Climate Change Anxiety of College Students

This study assessed the climate change anxiety of college students based on gender, college major, and residence, and examined its effects. Using the Climate Change Anxiety Scale, an online survey was conducted with 369 college students. Descriptive statistics, multivariate analysis of variance, analysis of variance, and linear regression, were used to explore relationships between variables. Results revealed that females reported slightly higher climate change anxiety than males, non-science majors) reported higher levels than science majors, and students living in urban areas scored higher than students from rural areas. Among these variables, only college major showed a significant multivariate effect on climate change anxiety (p<0.05), particularly regarding functional impairment (p<0.05). This study highlights the predictive role of academic background in climate anxiety and underscores the need for educational and psychological strategies that promote climate science understanding and student mental health in the Philippines and Southeast Asia.

Intervention effects and mechanisms of online single session therapy on test anxiety in university students: A randomized controlled trial

Intervention effects and mechanisms of online single session therapy on test anxiety in university students: A randomized controlled trial

The relationship between facial negative physical self and social anxiety in college students: the role of rumination and self-compassion.

To investigate the association between facial negative physical self, social anxiety, rumination, and self-compassion among college students in western China. A questionnaire was used to conduct an online survey of 1, 178 students from a university in western China through convenience sampling using the Self-Compassion Scale, the Ruminative Response Scale, the Negative Physical Self Scale-facial appearance sub-scale and the Interaction Anxiousness Scale. In the mediation model, the total predictive effect of facial negative physical self on social anxiety was significant (B = 0.46, t = 17.66, p < 0.01), and the mediating effect of facial negative physical self on social anxiety accounted for 48. 1% of the total effect; self-compassion moderated the effect of rumination on social anxiety (B = -0.06, t = 3.00, p < 0.01). Facial negative physical self affects the level of social anxiety of college students through rumination, and self-compassion regulates the effect of rumination on social anxiety. Students should be encouraged to increase their level of self-compassion or be provided with self-compassion intervention training, which can help reduce social anxiety.

10 The therapeutic effect of immersive digital museum viewing experience mode on relieving psychological anxiety of college students

10 The therapeutic effect of immersive digital museum viewing experience mode on relieving psychological anxiety of college students

Psychological Perspectives on Doomscrolling and Existential Anxiety Among University Students: Challenges for Education in the Digital Age

The rapid development of information technology has presented various new challenges in the world of education, one of which is the phenomenon of doomscrolling—the habit of accessing negative information excessively through digital media. This study aims to analyze in depth the relationship between doomscrolling behavior and existential anxiety in college students, as well as its implications for the educational process in the digital age. This research uses a qualitative approach with the literature study method (library research), which examines various scientific journals, books, and other reliable sources relevant to the topic. The results of the study show that doomscrolling has a significant impact on the increased level of existential anxiety in college students, especially in terms of future uncertainty, loss of meaning in life, and increased feelings of isolation. This anxiety has the potential to interfere with concentration, motivation to learn, and overall mental health, ultimately hindering the educational process. This study also highlights the importance of the role of educational institutions in providing digital literacy and adequate psychological support to equip students with the ability to face the challenges of the digital era in a healthy and adaptive manner. These findings are expected to serve as a reference for education policymakers, educators, and mental health practitioners in designing holistic and preventive strategies

Association between dietary patterns and symptoms of depression and anxiety in college students: a cross-sectional study

Association between dietary patterns and symptoms of depression and anxiety in college students: a cross-sectional study

Analyzing the effect of physical exercise on social anxiety in college students using the chain mediation model

This study aimed to explore the relationship between physical exercise and social anxiety among college students and to analyse the chain-mediated role of self-control and mental toughness in it. Using a cross-sectional survey method with physical exercise rating scale, social anxiety scale, self-control scale and mental toughness scale as measurement tools, 534 university students, 50.74% of whom were female and 49.25% of whom were male, were surveyed by stratified whole group convenience sampling method, and mediated effect analyses were conducted using SPSS27.0 and Process plug-in. Two-by-two correlations between physical exercise, self-control, mental toughness, and social anxiety among college students. Physical exercise positively predicted self-control and mental toughness and negatively predicted social anxiety among college students. Self-control and mental toughness individually mediated the relationship between physical exercise and college students’ social anxiety. Self-control and mental toughness acted as chain mediators between Physical exercise and college students’ social anxiety. Physical exercise is an effective way to alleviate social anxiety among college students, both directly on their social anxiety levels and indirectly through the chain-mediated effects of self-control and mental toughness.

Revealing the impact of teaching methods on anxiety among college students through a bibliometric study.

Anxiety has become increasingly prevalent among university students, significantly affecting their academic performance. Reforming teaching methods as a potential strategy to alleviate anxiety has garnered growing attention over the years. This study aims to systematically analyze and discuss the impact of teaching method reforms on college student anxiety. The Web of Science (WOS) database was used to retrieve and collect relevant literature from 2004 to 2024. Major publication sources, countries, institutions, and authors in this field were identified through the number of publications, citation frequency, and H-index indicators. Data-driven analysis was conducted to explore collaboration patterns, knowledge structures, research hotspots, and trends using VOSviewer software. After screening, this study included 192 publications from January 2004 to November 2024, revealing several significant findings: (1) The number of publications has gradually increased, peaking in 2022 and maintaining a high level in the following years. (2) The most productive and influential journals are Nurse Education Today and CBE Life Sciences Education, with the USA and the Indiana University System contributing the most. (3) Collaboration network analysis indicates the presence of multiple research groups in the field, but their connections among countries and authors remain relatively limited. (4) Co-citation analysis of journals shows that the field is interdisciplinary, primarily merging psychology, education, and information technology. (5) Keyword analysis identifies two major research hotspots: factors influencing student anxiety in teaching environments (e.g., self-efficacy, loneliness, and performance) and the moderating effects of teaching method reforms (e.g., blended learning, collaborative learning, and experiential learning) on college student anxiety. This visualization analysis provides an overview of the directions and advancements in research on the impact of teaching method reforms on college students' anxiety. It offers a comprehensive examination of the latest frontiers and trends, contributing theoretical support to educational practices and mental health interventions.

Effects of Menstrual Symptoms on Social Appearance Anxiety in University Students

Aim: This study aims to determine the effect of menstrual symptoms on social appearance anxiety in university students. Material and Method: This study was planned as a descriptive and cross-sectional study, and the sample consisted of 264 female students studying at a foundation university in Istanbul that provides education in the field of health sciences. Data were collected using an online survey method with a personal information form prepared by the literature, the Social Appearance Anxiety Scale (SAAS), and the Menstruation Symptom Scale (MSS). Participants evaluated the SAAS in two forms specific to the menstrual and non-menstrual periods. Results: The mean age of the participants was 18.93±1.12, and the mean total MSS score was 71.47±18.28. It was determined that a significant portion of the participants (76.5%) reported that their social lives were affected during the menstrual period. The social appearance anxiety scores during the menstrual period (SAAS 34.56±17.14) were found to be higher than those during the non-menstrual period (SAAS 32.54±16.43) (p

Physical exercise and symptoms of depression and anxiety in college students: a systematic review with meta-analysis

The prevalence and diagnosis of cases of university students with emotional health problems is increasing, and thus, we be-lieve in the positive and beneficial effects of physical exercise as a viable intervention for the prevention of anxiety and de-pression in this population. Given this context, this research aimed to investigate the effects of exercise or physical activity on depression and/or anxiety in university students, following the recommendations of the PRISMA Declaration. The search was carried out in the Pubmed, Scopus, Scielo, Lilacs and PsycInfo databases, until January 2021. In search strategy was used: “physical exercise” [or] “physical activity” [ and] depression [or] anxiety [and] students [or] “university students”. Although research limitations have been found, physical exercise can be an important element to be considered in the treatment and prevention of psychopathologies such as those represented here. It is believed, therefore, that the interventions proved to be effective, especially for the reality and routine of young university students, who have peculiar characteristics and inaccuracies in identifying and treating them properly. In addition, it can be an affordable option for its implementation, on university campuses, and it can also be combined with psychotherapeutic interventions, or even pharmacological ones in cases identified with this need.

Enhancing psychological health and cognitive inhibition in college students: insights from mindfulness training and high-intensity interval training.

This study aimed to examine the effects of mindfulness training (MT) and high-intensity interval training (HIIT) on enhancing psychological health and cognitive inhibition in college students. A total of 132 undergraduates were recruited and randomly assigned to three groups: MT group, HIIT group, and control group. Both the MT and HIIT groups received training twice a week for 6 weeks, with each session lasting 1 h. The control group did not undergo MT or HIIT training during the experimental period. The Beck Depression Inventory (BDI-II), Beck Anxiety Inventory (BAI), Stop Signal tasks, and Flanker tasks were assessed at baseline, at 6 weeks (post-test), and 6 weeks after the end of the intervention (follow-up). Both MT and HIIT were effective in alleviating depression and anxiety in college students, with MT showing a significant improvement in psychological health after intervention. Both MT and HIIT effectively improved the response inhibition accuracy of college students, with similar effects. However, neither MT nor HIIT affected the response inhibition reaction time. MT was more effective than HIIT in improving interference inhibition accuracy, but neither MT nor HIIT had an effect on the interference inhibition reaction time. Within-group analyses demonstrated significant pre-post reductions in depression and anxiety scores following both MT and HIIT interventions. While between-group comparisons suggested a trend toward greater symptom improvement in the MT group at post-test, the differences did not reach statistical significance at follow-up, possibly due to the limited sample size and intervention duration. These preliminary findings warrant replication in larger-scale trials with extended observation periods.

The mechanism of body appreciation influencing social anxiety in college students: A moderated mediation model.

The mechanism of body appreciation influencing social anxiety in college students: A moderated mediation model.

Efektivitas Teknik Cognitive Behavioral Therapy (Cbt) Dalam Menurunkan Kecemasan Sosial Pada Mahasiswa

Social anxiety is a common psychological issue among university students, often negatively impacting academic performance and social functioning. This study aims to examine the effectiveness of Cognitive Behavioral Therapy (CBT) in reducing social anxiety in college students. The research employed a quasi-experimental design with a pre-test and post-test on both experimental and control groups. A total of 30 students with moderate to high levels of social anxiety were selected and randomly assigned to two groups. The experimental group received eight sessions of CBT intervention, while the control group received no treatment. The main instrument used was the modified Social Anxiety Scale (SAS). Statistical analysis revealed a significant reduction in social anxiety levels in the experimental group compared to the control group. These findings indicate that CBT is effective in reducing social anxiety and improving students' social skills and self-confidence. CBT is recommended as a practical and structured intervention to be widely implemented in campus counseling services to support student mental health.

The Impact of Tai Chi Combined with Music-Assisted Intervention on Depression and Anxiety Among College Students

This study investigates the effects of Tai Chi combined with Music-assisted Intervention (TCM) on reducing depression and anxiety in college students. A total of 180 participants were randomly allocated to three groups: Tai Chi combined with music (TCM), Tai Chi alone (OT), and a control group (CG). SDS/SAS scores were assessed before and after the 12-week intervention. TCM showed the largest reductions (Cohen’s d > 0.8, very large effect), followed by OT (0.3 < Cohen’s d < 0.6). Effect size analyses showed very large differences between TCM and CG (Cliff’s delta: −1.07, very large effect) and OT/CG (−0.41 to −0.48). Observed effect sizes (Cohen’s d > 0.8) suggest integrative interventions may reduce symptoms.

Virtual reality gaming: a tool for reducing fear and anxiety in university students.

This study aimed to investigate the effects of outdoor experiential training on the mental health of college students, specifically focusing on anxiety and fear, through the use of virtual reality (VR) technology. A total of 104 undergraduate participants (20 males and 35 females in both experimental and control groups) were recruited from our university. Participants, aged 18 to 23, were randomly assigned to an experimental group (n = 52) that utilized VR technology for emotional regulation training and a control group (n = 52) that underwent traditional relaxation training. All participants had good mental health status and provided written informed consent. The training lasted for 6 months, with 60-min sessions twice a week. Emotional states were assessed using the SCL-90 scale at baseline, mid-intervention, and post-intervention to evaluate the differences between groups. Statistical analyses using SPSS 25.0 revealed significant reductions in anxiety and fear symptoms among participants in the experimental group compared to the control group. Specifically, anxiety scores decreased from an average rank of 5.36 to 4.59, and fear scores from 4.60 to 3.78 across the intervention phases. The total SCL-90 scores showed a significant improvement, decreasing from 6.39 to 5.41 (p < 0.05). These improvements were most pronounced during the second phase of the intervention, suggesting that repeated exposure to VR scenarios enhances emotional regulation and psychological resilience. The findings strongly indicate that VR technology is effective in alleviating anxiety and fear among college students, suggesting its potential as a viable intervention tool for mental health improvement in educational settings. The immersive nature of VR provides a safe and controlled environment for students to confront and manage their fears, which can be particularly beneficial for those who are reluctant to seek face-to-face counseling.