Academic Anxiety in Spanish Higher Education: A Systematic Review.

Abstract

Background: Anxiety disorders are among the most prevalent mental health issues of the 21st century, significantly impacting individuals and healthcare systems worldwide. Within higher education research, academic anxiety is particularly significant, as it encompasses the specific anxieties students face within academic environments, such as exams and public speaking. This study aims to provide a contemporary overview of academic anxiety within Spanish universities by addressing three key questions: (1) How has research on academic anxiety evolved in Spain? (2) What tools have been used to measure academic anxiety? (3) What factors and variables have been analyzed in relation to academic anxiety, and what are the main findings?

Methods: A systematic review was conducted following PRISMA guidelines for study selection, data extraction, and synthesis. The analysis focused on PubMed, PsycINFO, and Web of Science databases, examining 25 eligible articles published before January 2023. The objective was to evaluate, organize, and synthesize the evidence presented in these articles.

Results: The findings revealed that the majority of studies were conducted in the last decade, employing 20 distinct measurement tools and examining more than 40 associated variables. The academic anxieties investigated included various types such as test anxiety, language learning anxiety, math anxiety, public speaking anxiety, and discipline-specific anxieties like dissection or music performance anxiety. Additionally, the studies explored the relationships between these academic anxieties and other variables such as gender and age.

Conclusions: The implications of these findings for education and potential avenues for future research are discussed.