Normal and Abnormal Anxiety
Anxiety is by no means the exclusive property of either the student or the neurotic. Anxiety is for all practical purposes a universal problem. Anxiety seems to thrive in a climate of uncertainty, and particularly in situations dominated by hostility. It shows up in such physical symptoms as ulcers and breathing problems associated with such psychological reactions as fear and feelings of depression.
Tne nonspecific aspects of anxiety are interesting to observe in one's own feelings. Said one student as she came out of a counseling session: "I feel like a free-floating anxiety looking for something to tie onto."
Normal anxiety includes, as we all know, those anxious moments before going into an exam. It entails a sense of helplessness when one is unable to find a solution to a demanding problem. Like other emotional tensions, normal anxiety can act as a drive. A person may react with moderate anxiety because his lack of skill in dancing prevents him from taking part. This may motivate him to learn to dance in order to overcome shyness or inconvenience. It may help in fighting that urge to flee.
Abnormql anxiety is manifested in varying degrees. At one end of the scale it involves feelings and behavior which keep the person from functioning efficiently; at the other end it may involve panic. The chronically anxious person is in a state of stress because of some internal conflict which cannot be reduced by defensive behavior. He or she has the usual compiaints of 'headaches, backaches, and upset stomach; cannot think clearly or concentrate;
and feels tired all the time. Further, this person has a feeling of failure and dread without knowing why. These panic states are usually. brief, though their duration is variable and they may last anywhere from minutes to days.
Anxiety and College Success. Most college students seem to be affected by anxiety. Let us look at some studies.
In one study it was found that 90 percent of a group of college sophomores who had been chosen for good health and academic adjustment had psychological problems intense enough to warrant assistance in solving them. In most of these cases anxiety played a major role ..
From several studies comes the conclusion that practically all students suffer from test anxiety. The A student, with strong needs to achieve and to stay at his high level, often has more anxiety about an exam than does the person who is below average. One investigator found that at the lowest and highest levels of academic talent, anxiety has little: effect on academic performance. The lowest-ranking students do poorly in college regardless of their level of anxiety. Superior students are sufficiently bright to overcome any adverse effects of anxiety. One practical way to hold down anxiety is to keep busy. Hence, bright students learn to cope with their anxiety through hare work and are reinforced by the resulting academic accomplishment. For a few students, the struggle to get ahead seems to be mostly a game of mistakes.
But what about the average student? Research shows that vithin the middle range of intellectual ability, anxiety interferes markedly with successful college performance. Since most college students are average, chances are that some students who could get through a given college· program successfully fail because anxiety gets the better of them. For these students college counseling and guidance programs are most helpful.
Anxiety and Counseling. Investigators put anxious freshmen into a group counseling situation and compared their academic performance at the end of the first year with that of a control group of anxious freshmen who were not counseled.
Other studies show the payoff that comes from attending individual and group sessions in counseling and guidance. So important 's this college service that we shall later devote detailed attention to it.
