Facilitative Effects of Anxiety on Academic Performance

Theodore J. Chapin, Marquette University


The purpose of this research was to investigate the facilitative effects of anxiety on high anxious, high and low academically performing college students. Two hundred and seventy subjects initially participated in the study, sixty of whom were identified as high anxious, high and low performers (thirty per group). It was hypothesized that high performers would experience anxiety as more facilitative and less debilitative of their academic performance than low performers who would experience anxiety as less facilitative and more debilitative of their efforts. The research hypotheses were supported by the data and possible therapeutic implications and areas for future research were discussed.