Early maladaptive schemes and academic anxiety

Abstract

One of the most important factors influencing academic performances of individuals is academic anxiety. It is essential to identify these factors in order to clarify and control academic anxiety. The present study compares early maladaptive schemes in individuals with high and low academic anxiety. The method adopted in this study was causative-comparative. The samples consisted of 360 individuals randomly selected from college students. The instruments included the early maladaptive scheme questionnaire and the academic anxiety questionnaire. The results derived on the basis of variance analysis revealed that there is a significant difference between individuals with high academic anxiety and low academic anxiety in the early maladaptive schemes and those who experience high levels of anxiety report higher levels of early maladaptive schemes. Although the connection between these variables has not been explored, the results of the study are in line with the present theories. The results give more insight for academic planners and researchers and consultants into what goes on in the examinees minds other than the learned material during the exam session. On this basis, it seems essential to take into account the maladaptive schemes and to develop intervention and psychologicaleducational plans in academic and college contexts. © IDOSI Publications, 2012.