ACADEMIC ANXIETY IN HIGHER EDUCATION: RISK FACTORS AND COPING STRATEGIES

Abstract

Academic anxiety has become a growing concern in higher education institutions, reflecting the emotional and psychological pressures faced by students in an increasingly competitive and demanding environment. Although often normalized in university life, this phenomenon can significantly affect academic performance, interpersonal relationships, and students’ mental health. This article aims to understand the main factors contributing to the emergence and intensification of academic anxiety, as well as to identify coping strategies used by students to deal with this reality. The research was conducted based on a literature review and qualitative interviews with students from different courses and institutions, allowing for a broad and sensitive analysis of the topic. Among the most frequently cited risk factors are activity overload, pressure for results, constant self-comparison, financial instability, and uncertainty about the professional future. In contrast, strategies such as peer and family support, psychological counseling, physical exercise, spirituality, and restructuring academic planning emerged as important coping mechanisms. The data highlight the urgency of more welcoming institutional actions, including mental health policies, spaces for active listening, and encouragement of balance between academic and personal life. The study concludes that tackling academic anxiety in higher education does not depend solely on individual student effort, but also on a more humane, empathetic, and well-being-oriented educational environment.