Anxiety is a common companion on the journey through academia, affecting students of all ages (Lee, et al, 202)1. However, the transformative power of self-confidence can be a beacon of light, guiding individuals through the storm of anxiety (Winarsunu, et al, 2023). It’s crucial to recognize the widespread issue of anxiety among students. Academic pressures, social expectations, and the fear of failure can contribute to heightened stress levels. Anxiety can manifest in various ways, affecting both mental and physical well-being and hindering academic performance.
In a study by Toren et al.(2000), children with an anxiety disorder performed poorly on EF tasks compared with children without this disorder. Similarly, young adults with anxiety and depression had significantly lower scores on EF tasks compared with healthy controls (Ajilchi, et al, 2017).
Navigating the academic landscape can be a daunting task for students, often accompanied by stress and anxiety. However, the transformative potential of self-confidence can serve as a beacon of light in the face of academic challenges.
The journey toward reduced anxiety begins with self-reflection, and setting realistic and achievable goals. Students with low executive function skills may struggle with these first two steps. It is important for students to take the time to identify their strengths, talents, and past achievements, no matter how small. This self-awareness forms the foundation for building confidence, as it shifts the focus from perceived shortcomings to personal capabilities. In addition, setting realistic and achievable goals sets the student up for success and empowers the student to take control of their academic journey.
Other important strategies are to embrace failure as a learning opportunity, practice self-tak, incorporate mindfulness, seek support and celebrate victories. Students may need support, guidance and/or coaching to learn these strategies and harness the transformative power of self-confidence. In doing so, they not only reduce anxiety but also pave the way for a more resilient, empowered, and fulfilling academic journey.
References
Lee J, Jeong HJ, Kim S. Stress, Anxiety, and Depression Among Undergraduate Students during the COVID-19 Pandemic and their Use of Mental Health Services. Innov High Educ. 2021;46(5):519-538. doi: 10.1007/s10755-021-09552-y. Epub 2021 Apr 23. PMID: 33907351; PMCID: PMC8062254.
Winarsunu T, Iswari Azizaha BS, Fasikha SS, Anwar Z. Life skills training: Can it increases self esteem and reduces student anxiety? Heliyon. 2023 Apr 5;9(4):e15232. doi: 10.1016/j.heliyon.2023.e15232. PMID: 37095906; PMCID: PMC10121462.
Toren P., Sadeh M., Wolmer L., Eldar S., Koren S., Weizman R., Laor N. Neurocognitive correlates of anxiety disorders in children: A preliminary report. J. Anxiety Disord. 2000;14:239–247. doi: 10.1016/S0887-6185(99)00036-5. Ajilchi B., Nejati V. Executive Functions in Students With Depression, Anxiety, and Stress Symptoms. Basic Clin. Neurosci. 2017;8:223.
Ajilchi B., Nejati V. Executive Functions in Students With Depression, Anxiety, and Stress Symptoms. Basic Clin. Neurosci. 2017;8:223.