This work was carried out on 1045 students of both sexes chosen by multistage stratified random sample from the first and second years of public secondary schools in Kalyobia Governorate. A questionnaire including personal, familial and social features together with school stressors was used. The standardized Arabic translation of Taylor’s test was applied to assess the levels of anxiety among students. The impact of anxiety on scholastic achievement was also studied.
It was found that anxiety levels were significantly higher in females, older students, urban residents, children of older parents of having no siblings and those belonging to low class families. Personal and familial psychiatric troubles, lack of friends, bad parental relations and family incoherence were associated with higher levels of anxiety. It was revealed that the significant school factors affecting the levels of anxiety were: academic rank, relation with peers and teachers, school curriculum and practice of hobbies. Severe anxiety was encountered more significantly among students with poor grades while in excellent students anxiety was at moderate levels. Stepwise regression analysis showed that low scholastic achievement is best predicted by high anxiety level.
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