ACADEMIC-RELATED ANXIETY AMONG UNIVERSITY STUDENTS: PERCEPTIONS, CONTRIBUTING FACTORS, AND COPING STRATEGIES AT THE UNIVERSITY OF EDUCATION

Abstract

This study aims to investigate academic-related anxiety, its major contributing factors, and the coping strategies employed by university students at the University of Education, Attock Campus. A quantitative descriptive survey design was employed, and data were collected from 80 students ($N = 80$) enrolled in the Department of Education using a simple random sampling technique. A standardized, self-administered research instrument structured into three subscales—comprising 9 items on anxiety perceptions, 4 items on contributing factors, and 4 items on coping strategies evaluated on a binary (Yes/No) response scale—was administered following ethical consent and confidentiality protocols. Data were analyzed using descriptive statistics, specifically frequencies ($f$) and percentages ($\%$). Results indicate that a substantial majority of students experience high levels of academic anxiety, primarily driven by coursework overload (77.5%), fear of failing exams (62.5%), and pressure to maintain a high GPA (57.5%). Additionally, time management difficulties (60.0%) and parental expectations (52.5%) emerged as the leading environmental and socio-personal contributing factors. Regarding coping strategies, students predominantly rely on seeking social support from friends and family (75.0%), structured study planning and organization (70.0%), and relaxation or spiritual techniques (65.0%) to mitigate academic strain. The study emphasizes the critical need for institutional mental health support services, targeted stress-management workshops, and proactive faculty interventions to foster a healthier and more supportive learning environment for higher education students.