Anxiety is a psychological and physical response to treat a self-concept characterized by subjective, consciously perceived feelings of tension. Anxious students have experience of cognitive deficits like misapprehension of information or blocking of memory and recall. Study anxiety is not only due to the lack of study motivation or to insufficient skills, but is also due to misperception about courses and negative experiences in previous study classes. High level anxiety is more closely associated with lowered performance in low-ability students than in high-ability counterparts. At the global level, anxiety is viewed as a permanent trait, as some people are predisposed to be anxious.
However, anxiety disorders keep rising among students as the day goes by. Anxiety has a way of interrupting with students’ performance. Individuals in high anxiety levels tend to experience poor academic performance throughout their years in the school. Anxiety has demonstrated to have detrimental effect both on the health and academic performance of students at all levels.
High level of anxiety also interferes with concentration and memory, which are critical for academic success. However, most of students would lack the concentration of study because of exam anxiety, social anxiety, mathematic anxiety, sourcing for undergraduate research project topics, and many anxiety sources.
PARENTAL INVOLVEMENT
Parental involvement is defined as those behaviors shown by the parents, both in home and school settings, meant to support the development of their children’s social/emotional skills and facilitate their educational success.
The parent–child relationship has been identified as a significant factor accounting for variation in children’s normal and abnormal development. Although often studied in relation to children’s psychological development, considerably, parents also play a critical role in the academic development of their children. Parental involvement in children’s learning has been consistently linked to children’s school outcomes as well as influences the effectiveness of their involvement.
Parental supportive involvement regarding academic issues enhances children’s academic achievement; also there involvement helps in controlling anxiety among students, whereas parental controlling interactions are associated with lower achievement and high level of anxiety. Moreover, child characteristics influence whether parents engage in more supportive or more controlling involvement about school-related issues.
Although some child characteristics has been examined in relation to these dimensions of parental involvement in the lives of their children. Supportive parental involvement for academic learning refers to parenting behaviors that lead children to experience a sense of initiative and confidence in relation to their learning. By involving themselves in a supportive and positive manner, parents demonstrate interest, attention, praise, and reinforcement related to several aspects of learning, which in turn lead to enhanced academic achievement and overall school adjustment.
ANXIETY
Anxiety is a mental health disorder characterized by feelings of worry, anxiety or fear that are strong enough to interfere with one's daily activities. Examples of anxiety disorders include panic attacks, obsessive-compulsive disorder and post-traumatic stress disorder.
Symptoms include stress that's out of proportion to the impact of the event, inability to set aside a worry and restlessness.
Treatment includes counseling or medication, including antidepressants.
Anxiety is also an emotion characterized by feelings of tension, worried thoughts and physical changes like increased blood pressure. People with anxiety disorders usually have recurring intrusive thoughts or concerns. They may avoid certain situations out of worry.
Anxiety is a basic human emotion consisting of fear and uncertainty that typically appears when an individual perceives an event as being a threat to the ego or self esteem. Anxiety is defined as an emotional state consisting of feeling, tension, apprehension, nervousness, and worry with activation or arousal of the autonomic nervous system, these are differentiated as state and trait anxiety. Individuals with high levels of anxiety generally hold heightened levels of trait anxiety, but in evaluative situations, the state anxiety also elevates.
CAUSES OF ANXIETY
Although early exposure to stress and the experience of trauma are important risk factors for anxiety disorders, evidence also highlights biological causes, such as issues with the regulation of neurotransmitters and heritable genetic causes. Below are some causes of anxiety.
i. Stress – and particularly continued exposure to stress has been linked to anxiety, as well as having a negative impact on the body’s immune, cardiovascular, neuro-endocrine and central nervous systems.
ii. Physical health problems -can also cause or perpetuate anxiety disorders. In patients with a malignant disease, for example, a response of anxiety is understandable; however, in some patients, anxiety may increase to a level that is disproportionately high and that, if it does not improve, can lead to functional impairments.
PARENTAL INVOLVEMENT AND ANXIETY LEVEL AMONG STUDENTS
Academic anxiety is a multidimensional construct that has been defined as the set of phenomenological, physiological and behavioral responses that accompany concern about possible negative consequences or failure on an exam or similar evaluative situation. Academic anxiety consists of three interwoven component parts, which manifest in cognitive, emotional and psychological symptoms including preoccupation during test-taking moments with relevant thoughts about the test, fear, apprehension, irrational excitement and tension about the test. Individual academic performance is compared to a standard to determine a person’s level of accomplishment or success. Parenting behavior is a style of child upbringing (refers to privilege or responsibility of mother and father) prepares the child for society and culture. The variety of parent–child relationships is as large as that in any other type of interpersonal situation. Some children seem to have harmonious relationships with their parents, without experiencing any major disagreements or blow-ups. Others bicker with their parents over all issues, great and small. Reciprocal influence between children and parents can be seen in the mode of discipline within a home, established in large part by parents, which influences the behavior of the children. Young children respond to parental interpretations of the day-to-day events related to school. It is important to note that parents who have children in school and especially those about to or writing exams, generally experience intense levels of anxiety during the preparation time of the examination. But with the involvement of the parents, the level of anxiety can be controlled.
CONCLUSION
It can be concluded that anxiety is manifest by disturbances of mood, thinking, behavior, and physiological activity and accompanying disturbances of sleep, concentration, social and/or occupational functioning. Also, it is associated with restlessness, feeling keyed up or on edge, being easily fatigued, difficulty in concentrating or mind going blank, irritability, muscle tension, and irritability. And all of these can make one lose his/her self confidence in anything which may or may not turn out excellently well. Parental influence is highly important for children’s educational success. Parents are frequently cited as the most significant and influential agents of socialization throughout childhood. Parenting is a complex activity that includes much specific behaviour that work individually to influence child outcome. Parents are probably the most significant and major influence on adolescents’ development, particularly during early adolescence.