TY  - JOUR
AU  - Wu, Yundong
AU  - Kong, Weijian
AU  - Lv, Tingting
AU  - Lin, Ruofan
AU  - Li, Jintao
AU  - Xi, Xiaoqing
AU  - Liu, Bowei
PY  - 2025
DA  - 2025/03/31
TI  - The Relationship Between Anxiety and Academic Achievement of Middle School Students in Wuhan, Hubei Province, China
JO  - Journal of Social Systems and Policy Analysis
T2  - Journal of Social Systems and Policy Analysis
JF  - Journal of Social Systems and Policy Analysis
VL  - 2
IS  - 1
SP  - 47
EP  - 54
DO  - 10.62762/JSSPA.2025.267834
UR  - https://www.icck.org/article/abs/JSSPA.2025.267834
KW  - anxiety
KW  - academic achievement
KW  - adolescents
KW  - secondary education
AB  - The core purpose of this study is to explore the relationship between anxiety and academic achievement in high school students. A cross-sectional and correlational study design was used in this study, and 156 students were randomly selected as a representative probability sample. Data collection relied on the Explicit Anxiety Scale for Children Revised (CMAS-R) and a sociodemographic questionnaire, and students' academic performance was assessed based on their average score. The sample was evenly composed of male and female students, all from Wuhan City, Hubei Province, China. The results showed that 28.8 percent of the students showed symptoms of anxiety. Further analyzing the academic performance, we found that 42.3 percent of the students had excellent grades, 38.5 percent had intermediate grades, and 19.2 percent had relatively poor grades. Notably, those with lower grades scored significantly higher on average on the anxiety scale compared to students with average or excellent grades. Identifying possible anxiety and other psycho-emotional disorders among students through psychological monitoring and regular assessment of academic performance can more effectively develop and implement preventive and corrective strategies to promote students' mental health and academic progress.
SN  - 3068-5540
PB  - Institute of Central Computation and Knowledge
LA  - English
ER  - 

@article{Wu2025The,
  author = {Yundong Wu and Weijian Kong and Tingting Lv and Ruofan Lin and Jintao Li and Xiaoqing Xi and Bowei Liu},
  title = {The Relationship Between Anxiety and Academic Achievement of Middle School Students in Wuhan, Hubei Province, China},
  journal = {Journal of Social Systems and Policy Analysis},
  year = {2025},
  volume = {2},
  number = {1},
  pages = {47-54},
  doi = {10.62762/JSSPA.2025.267834},
  url = {https://www.icck.org/article/abs/JSSPA.2025.267834},
  abstract = {The core purpose of this study is to explore the relationship between anxiety and academic achievement in high school students. A cross-sectional and correlational study design was used in this study, and 156 students were randomly selected as a representative probability sample. Data collection relied on the Explicit Anxiety Scale for Children Revised (CMAS-R) and a sociodemographic questionnaire, and students' academic performance was assessed based on their average score. The sample was evenly composed of male and female students, all from Wuhan City, Hubei Province, China. The results showed that 28.8 percent of the students showed symptoms of anxiety. Further analyzing the academic performance, we found that 42.3 percent of the students had excellent grades, 38.5 percent had intermediate grades, and 19.2 percent had relatively poor grades. Notably, those with lower grades scored significantly higher on average on the anxiety scale compared to students with average or excellent grades. Identifying possible anxiety and other psycho-emotional disorders among students through psychological monitoring and regular assessment of academic performance can more effectively develop and implement preventive and corrective strategies to promote students' mental health and academic progress.},
  keywords = {anxiety, academic achievement, adolescents, secondary education},
  issn = {3068-5540},
  publisher = {Institute of Central Computation and Knowledge}
}