Effects of Stress and Anxiety on Personal Performance

Submitted by Louise Lane, Jennifer Neuman, Ashley Rethman, Tammy Spears, and Karla Tailele

(Estrogen Initiative)Washburn University School of Nursing

For NU 475 Nursing ResearchJune 28, 2011

“9 out of 10 nurses suffer from stress at work.”(Sharif & Armitage, 2004)

A multisystem response to a perceived threat or danger (Gale, 2008)

Symptoms can be psychological or physicalie. Nervousness, nausea

Two types of anxiety: 1. Trait anxiety - predisposition to anxiety2. State anxiety - experience based anxiety

ANXIETY

Stress and anxiety affect academic performance

ANXIETY AND ACADEMIC

PERFORMANCE

Purpose: Determine whether or not a stress management intervention (SMI) is effective in improving mental health and maximizing GCSE (General Certificate of Secondary Education) performance and identifying the

mechanisms by which such benefits occur, if indeed they do so.

IMPROVING ACADEMIC PERFORMANCE AND MENTAL

HEALTH THROUGH A STRESS MANAGEMENT INTERVENTION: OUTCOMES AND MEDIATORS OF

CHANGE

Variables

Intelligence, gender, motivation, overall health, dysfunctional attitudes, cognitive behavior therapy/stress management

interventionResearch Design Quantitative quasi-experimental

Sample & Size

Probability, systematicN=80

40= experimental, 40 =control

Keogh, E., Bond, F. W., Flasman, P. E. (2004)

SMI ControlTime 1 Time 2 Time 1 Time 2

Test Anxiety

41.81 (8.61)

40.54 (9.04)

42.05 (9.17)

40.95 (8.60)

Motivation 12.66 (4.23)

13.24 (4.46)

11.31 (4.79)

10.22 (4.37)

GCSE points

N/A 59.73 (18.22)

N/A 51.27 (19.27)

MEANS AND STANDARD DEVIATIONS BETWEEN THOSE IN SMI AND CONTROL GROUP AT BOTH TESTING PHASES

Variable

GHQ Test Anxiety

GSCE Dysf. Att.

Motivation

Age Intell

Outcome

Test Anxiety

.47** .68*** -.14 .24* .17 -.19 -.22

Motivation

.25** .31** .35** .11 .74*** .16 .24*

GCSE points

-.10 -.10 - .02 .46*** .15 .78***

INTERCORRELATIONS AT TIME 1 AND TIME 2

Note: Figures in bold on the diagonal represent correlations between Time 1 and Time 2 for each variable. GCSE= overall GCSE performance points, Test Anxiety= Revised Test Anxiety Scale, *p<.05, **p<.01, ***p<.001

Vitasari, P; Wahab, M; Othman, A; Awang, M. 2010

VariablesStudy Anxiety Intervention

With Biofeedback; Anxiety; Academic Performance; University Students

Research Design

Quantitativeexperimental with

control group

Sample & Size

Non-probability; purposiveN=12 (6=experimental/6=control)

these students were recruited and did not participate voluntarily but were compensated

with a token

THE USE OF ANXIETY INTERVENTION IN REDUCING ANXIETY TO IMPROVE ACADEMIC

PERFORMANCE AMONG UNIVERSITY STUDENTS

Purpose: To test the Study Anxiety Intervention to promote study anxiety resilience and positive coping skills to improve

academic performance.

RELATIONSHIP BETWEEN ANXIETY & GPA

Ozen, N., Ercan, I., Irgil, E., and Sigirli, D., 2010

Purpose: to test the Study Anxiety Intervention to promote study anxiety resilience and positive coping skills to

improve academic performance.

ANXIETY PREVALENCE AND AFFECTING FACTORS AMONG UNIVERSITY STUDENTS

VariablesSocioeconomic Status, Family Relationships,

Relaxation through Self-Reassurance, Confidence in Self-Sufficiency

Research Design

QuantitativeNon-experimental

Sample & Size Nonprobability; descriptive

Risk of Factors Affecting State Anxiety Scores

Risk of Factors Affecting Trait Anxiety Scores

STRESS AND ACADEMIC PERFORMANCE: EMPIRICAL EVIDENCE FROM UNIVERSITY

STUDENTS

VariablesThe GPA and level of perceived stress in the beginning, middle,

and end of the semester.

Research Design

QuantitativeNon-experimental

Longitudinal

Sample & Size

Convenience; descriptiveN=154

Azizah, A., Chong, C. S., Noraini I., Norzaidi, D. M., Rafidah, K., & Salwani, I. M. 2009

Purpose: to investigate throughout the semester the affects of stress on academic performance among

students.

Correlation between Level of Perceived Stress and GPA

GPA P-value

Beginning of the semester

-0.05 -

Middle of the semester -0.11 -End of the semester -0.201* 0.05

Beginning Middle EndBeginning of the semester

- 0.41** 0.20*

Middle of the semester

- - 0.30**

End of the semester - - -

Correlation between the Semester and the Level of Perceived Stress

THE EFFECT OF PSYCHOLOGICAL AND EDUCATIONAL COUNSELING IN

REDUCING ANXIETY IN NURSING STUDENTS

Sharif, F. & Armitage, P., 2004

Purpose: “To make a structured attempt to reduce anxiety in nursing students.”

Variables 2nd and 4th year baccalaureate nursing students, 12 week intervention program, anxiety and GPA.

Research Design

Quasi-experimental pre-, post-test, follow-up and control

Quantitative

Sample & Size

Non-probability, convenienceN = 100

50 = control50 = experimental

Anxiety Mean of the Nursing StudentsBased on results of the Hamilton Anxiety

Rating ScalePre-test Post-test Follow-up

Control Group 16 16 14Experimental Group 16 14 10

Grade Point Average Mean of the Nursing Students

Pre-test Post-test Follow-up

Control Group 15.4 15.2 15.3Experimental Group 15.0 16 16.3

The results indicate a significant difference of anxiety reduction between groups (F = 6.06, P = 0.003).

RELIABILITY AND VALIDITY

Studies used well known tests to obtain data.

Studies were overall clear.

Studies were repeatable.

Studies had significant finding to support hypothesis.

Larger numbers would make findings more generalizable.

Intervention reduces anxiety significantly

Anxiety management for nursing students

. “University youth are generally open to change and are more sensitive to personal, interpersonal, and sociocultural

differences and conflicts.” (Ozen, et al., 2010)

ANXIETY IN NURSING

Anxiety. (n.d.) in Gale Encyclopedia of Medicine. (2008). Retrieved from http://medicaldictionary.thefreedictionary.com/anxietyAzizah, A., Chong, C. S., Noraini I., Norzaidi, D. M., Rafidah, K., & Salwani, I. M. (2009). Stress and academic performance:

Empirical evidence from university students. Academy of Education Leadership Journal, 13 (1), 37-51.

Keogh, E., Bond, F. W., Flasman, P. E. (2004) Improving academic performance and mental health through a stress management intervention: Outcomes and mediators of change. Behavior Research and Therapy, 44, 339-357. Doi: 10.1016/j.brat.2005.03.002

REFERENCES

Ozen, N. S., Ercan, I., Irgil, E., Sigirli, D. (2010). Anxiety prevalence and affecting factors among university students. Asia-Pacific Journal of Public Health, 22 (1), 127-133. Doi: 10.1177/1010539509352803Sharif, F. & Armitage, P. (2004). The effect of psychological and educational counseling in reducing anxiety in nursing students. Journal of Psychiatric and Mental Health Nursing, 11, 386-392. Doi: 10.1111/j.1365-2580.2003.00720.xVitasari, P., Wahab, M. A., Othman, A., Awang, M. G. (2010). The use of study anxiety intervention in reducing anxiety to improve academic performance among university students. International Journal of Psychological Studies, 2 (1), 89-95.

REFERENCES CNT’D