The purpose of this project is to examine the relationship between academic performance and separation anxiety (SA). Separation Anxiety is a diagnosis for individuals who may have an immense fear to separate from people they have a strong bond with American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. Many individuals around the world are suffering from separation anxiety (SA). Separation Anxiety can occur in any population ex: age, race, genders, and even different countries. Separation Anxiety might have the same definition but individuals suffer from separation anxiety differently. Separation anxiety is a normal stage of development for toddlers and infants. Young people usually undergo the stage of separation anxiety but at the age of 3, most of them outgrow separation anxiety. DSM criteria contain the most current criteria for diagnosing mental disorders together with extensive descriptive text. The DSM criteria offer a common language for clinicians to communicate with patients of mental disorders (Hartley et al., 2021). It is a manual for assessing and diagnosing mental disorders but does not include the guidelines for mental disorder treatment. Research sow that in determining the accurate diagnosis for SA disorders is the first step in finding the best treatment method of any medical condition, thus medical disorder is no exception. According to Hartley et al. (2021), clinicians use DSM criteria to measure the effectiveness of treatment method. This is because dimensional assessments help the clinicians assess the changes in severity of disorder as a response to the treatment.
Research shows that at least 46.4% of the people in the United states experience mental disorders in their life time. 5 % of adults, equivalent to 43.8 million people experience mental health condition every year (Hartley et al., 2021). However, little research that has been done on SA and academic achievement has generally found a negative correlation between these variables and relationships between SA, self-concept, and well-being Bassi et al., 2021; Mabilia et al., 2019; Khesht-Masjedi et al. 2019; Sakolsky, 2018; Namlı et al., 2022). Most of these studies were conducted in primary school-aged children; very few studies have been conducted in emerging adults. This is particularly unfortunate as emerging adulthood, with the transition to college and potential to move away from home (and primary attachment figures), is a very important period in the development of SA. In addition, it is unclear how SA affects academic achievement: study habits, class attendance, attention in class, etc. The current study seeks to address these gaps in the literature by examining the correlation between SA and academic achievement in an emerging adult population with focus on pathways between these two variables
According to the article by Bassi et al. (2021), separation anxiety disorder occurs when one is separated from his or her family, such as in the case of students who are admitted to college away from home. The study argues that this affects the students emotionally and psychologically, negatively affecting their normalcy and studies. The study used a personal assessment inventory tool, referred to as ASA-27, to measure ASAD symptoms and their impact on students’ general wellbeing and academic performance. Each student answered the 27 questions in the ASA-27 that reflected whether they experienced ASAD and its impact on their academic performance and wellbeing. The responses in the ASA-27 were analyzed using software called SPSS to reveal the symptoms of ASAD in students and its impacts on their academic performances. Based on the analysis of this study’s results, one can identify the effects of ASAD on young adults. Apart from separation from family, other risk factors that can contribute to SA disorder include life stress or loss resulting in separation such as death of a loved one, and divorce of parents. According to Bassi et al. (2021) there are still other temperaments which expose students to anxiety disorders. Such temperaments may include issues like family history, like having blood relatives who have anxiety disorders and environmental issues such as experiencing a natural disaster that leads to separation.
Mabilia et al. (2019) investigated the existence of SAD in young Italian adults and its symptoms. Although this literature review was primarily discussing young Italian adults in Italy it is still relevant to our project. This study used Relationship Questionnaire to identify the symptoms of SAD in young adults and measure its impacts on their social and psychological wellbeing. Since the symptoms of SAD and their impacts on young adults affect their wellbeing, including academic performance, the results can be used to deduce the impact of SAD on young adults’ academic performance. The study also used the Personality Assessment Inventory and ECR-R to identify the SAD symptoms in young adults and their impacts on their daily lives. The results were analyzed using SPSS to present the symptoms and the level of the impacts of SAD symptoms on young adults. Even though the article did not directly measure the impact of SAD on adults, its identification of the symptoms of SAD and its impact on the wellbeing of individuals can be used to deduce its effects on the academic performance of college students. The study was conducted on college students, which makes it more relevant to this research project. According to Mabilia et al. (2019) SAD may be a serious health condition in some children, often called separation anxiety disorder. Therefore, if a child seems to have an intense or prolonged separation anxiety that affects their daily activities or include panic attack, he or she could be suffering from SA disorder. More often, this SA disorder relates to the children’s anxiety about their parents or any other close caregiver (Mabilia et al., 2019). Although less often, SA disorder can also occur in teenagers and adults, leading to problems that affect their daily activities. In such cases, treatment can help to heal the disorder.
Khesht-Masjedi et al. (2019) measured the impact of the symptoms of SAD in children and its effects on academic performance. The study uses the Separation Anxiety Interview (SAI) to measure the experience of SAD in children. SAI applies parent report design to identify the symptoms of SAD in children. The findings show that the symptoms of SAD adversely affect children’s wellbeing, including academic performance. Khesht-Masjedi et al. (2019) also used demographic questions to enable parents to report the cases of SAD based on the identified symptoms and their impact on the general wellbeing of children. Since the study sought to investigate SAD based on gender and the impact of its symptoms on gender, the Gender Identity Questionnaire for Children (GIQC) was used to identify the gender of the participants in the study and the impacts of SAD on children based on their gender. The study also used children’s behavior checklist and child-rearing practice report to identify the symptoms of SAD and the child’s environment. The findings from these instruments were analyzed and were used to conclude that SAD had adverse effects on children’s behaviors and wellbeing, which reduces their academic performance.
Sakolsky (2018) reviews the literature on SAD and students’ academic performance. The study is based on the systemic review of previous studies to deduce the impact of SAD on the academic performance of college students. The study analyzes the findings of the previous studies to conclusively determine the impact of SAD on the academic performance of different groups of college students. The study also applies the existing facts and findings to analyze the results of the previous studies and inform the conclusion. Even though the study is primarily based on a literature review, the findings corroborate previous studies. In this study, I am reviewing the findings of the previous studies on the correlation between SAD and students’ academic performance. The study shows that SA adversely affects the academic performance of most students (Sakolsky, 2018). This is because students suffering from SA disorder tend to show lower levels of academic grades, along with reduced self-concept and self-efficacy. Sakolsky (2018) argues that anxiety reduction requires collaboration between the students, parents and teachers. It takes mindfulness meditation, coping, metacognition, and test question order and teacher involvement to help reduce the SA disorder (Sakolsky, 2018). Also, problem based learning is one of the most teaching approaches that has proven to be help students increase their level of positive metacognition.
Namlı et al. (2022) measured ASAD symptoms using Adult Separation Anxiety Checklist. The ASA-CL contains 27 questions that students responded to determine whether they were experiencing ASAD due to their separation from home and parents. After responding to the questions, the answers were analyzed to determine the existence of ASAD and its impact on students’ academic performance. The results of the analysis informed the findings of the study. The findings were used to correlate ASAD with the students’ academic performance that participated in the study. The article also investigates the relationship between a parent and a young adult and early childhood, and the symptoms of ASAD in college students. The study uses demographic data form to capture the participants, sex, ethnicity, parents’ marital status, primary attachment figure, and current living situation (Namlı et al., 2022). The study also uses a separation anxiety questionnaire with 27 questions in the form of a self-report inventory. Namlı et al. (2022) also employs ECR-R to measure attachment styles and analyze the study findings. The authors used these instruments to analyze the findings to determine the effects of ASAD symptoms on the college student’s academic performance and general wellbeing. The results were interpreted using the existing theories on ASAD and its impacts on the well-being of individuals.
References
Bassi, G., Solmi, M., Zaninotto, L., & Salcuni, S. (2021). Gender, Personality Traits and Experience With Psychiatric Patients as Predictors of Stigma in Italian Psychology Students. Assessment of Psychological Functioning and Risk in Healthcare Settings.
Hartley, K., Perazzo, J., Brokamp, C., Gillespie, G. L., Cecil, K. M., LeMasters, G., … & Ryan, P. (2021). Residential surrounding greenness and self-reported symptoms of anxiety and depression in adolescents. Environmental research, 194, 110628.
Khesht-Masjedi, M. F., Shokrgozar, S., Abdollahi, E., Habibi, B., Asghari, T., Ofoghi, R. S., & Pazhooman, S. (2019). The relationship between gender, age, anxiety, depression, and academic achievement among teenagers. Journal of family medicine and primary care, 8(3), 799.
Mabilia, D., Di Riso, D., Lis, A., & Bobbio, A. (2019). A prediction model for separation anxiety: the role of attachment styles and internalizing symptoms in Italian young adults. Journal of Adult Development, 26(4), 286-294.
Namlı, Z., Özbay, A., & Tamam, L. (2022). Adult Separation Anxiety Disorder: A Review. Psikiyatride Guncel Yaklasimlar, 14(1), 46-56.
Sakolsky, D. (2018). “There’s No Place Like Home”: The Challenge of Going to College with Separation Anxiety Disorder. In Promoting Safe and Effective Transitions to College for Youth with Mental Health Conditions (pp. 133-139). Springer, Cham.
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