Idoiaga-Mondragon Nahia, Gaztañaga Mirari, Yarritu Ion, Pascual-Sagastizabal Eider
Department of Evolutionary and Educational Psychology, University of the Basque Country UPV/EHU, 48940 Leioa, Spain.
Department of Basic Psychological Processes and Their Development, University of the Basque Country UPV/EHU, 20018 Donostia-San Sebastián, Spain.
Behav Sci (Basel). 2025 Feb 11;15(2):192. doi: 10.3390/bs15020192.
Anxiety disorders are among the most prevalent mental health issues of the 21st century, significantly impacting individuals and healthcare systems worldwide. Within higher education research, academic anxiety is particularly significant, as it encompasses the specific anxieties students face within academic environments, such as exams and public speaking. This study aims to provide a contemporary overview of academic anxiety within Spanish universities by addressing three key questions: (1) How has research on academic anxiety evolved in Spain? (2) What tools have been used to measure academic anxiety? (3) What factors and variables have been analyzed in relation to academic anxiety, and what are the main findings?
A systematic review was conducted following PRISMA guidelines for study selection, data extraction, and synthesis. The analysis focused on PubMed, PsycINFO, and Web of Science databases, examining 25 eligible articles published before January 2023. The objective was to evaluate, organize, and synthesize the evidence presented in these articles.
The findings revealed that the majority of studies were conducted in the last decade, employing 20 distinct measurement tools and examining more than 40 associated variables. The academic anxieties investigated included various types such as test anxiety, language learning anxiety, math anxiety, public speaking anxiety, and discipline-specific anxieties like dissection or music performance anxiety. Additionally, the studies explored the relationships between these academic anxieties and other variables such as gender and age.
The implications of these findings for education and potential avenues for future research are discussed.
焦虑症是21世纪最普遍的心理健康问题之一，对全球个人和医疗保健系统产生重大影响。在高等教育研究中，学业焦虑尤为突出，因为它涵盖了学生在学术环境中面临的特定焦虑，如考试和公开演讲。本研究旨在通过回答三个关键问题，对西班牙大学中的学业焦虑进行当代概述：（1）西班牙对学业焦虑的研究是如何发展的？（2）用于测量学业焦虑的工具是什么？（3）与学业焦虑相关的因素和变量有哪些，主要发现是什么？
按照PRISMA指南进行系统综述，以选择研究、提取数据和进行综合分析。分析集中在PubMed、PsycINFO和科学网数据库，审查了2023年1月前发表的25篇符合条件的文章。目的是评估、整理和综合这些文章中呈现的证据。
研究结果显示，大多数研究是在过去十年进行的，使用了20种不同的测量工具，并研究了40多个相关变量。所调查的学业焦虑包括多种类型，如考试焦虑、语言学习焦虑、数学焦虑、公开演讲焦虑，以及解剖或音乐表演焦虑等特定学科的焦虑。此外，这些研究还探讨了这些学业焦虑与性别和年龄等其他变量之间的关系。
讨论了这些发现对教育的意义以及未来研究的潜在途径。
