ANXIETY LEVEL AND ITS IMPACT ON LEARNING ACHIEVEMENT

Abstract

Academic anxiety is a common psychological phenomenon among students and has a complex relationship with learning achievement. This journal aims to examine the dynamics of this relationship and the factors that influence it, such as motivation, emotional intelligence, and coping strategies. The research method used is library research with a qualitative approach, analyzing various literature sources such as journals, scientific articles, and theses. The study results indicate that the relationship between anxiety and achievement is not linear. Mild to moderate anxiety can function as a motivator, while high and unmanaged anxiety significantly disrupts concentration, memory, and learning motivation, potentially decreasing achievement. Protective factors such as strong intrinsic motivation, emotional intelligence, and the application of problem-focused coping strategies have been shown to moderate the negative effects of anxiety. In conclusion, academic success is not only determined by efforts to eliminate anxiety but more on the learner's capacity to manage it, supported by a conducive learning environment.