Anxiety: Sometimes Helpful and Sometimes A Hindurance

At what point does anxiety stop facilitating and begin debilitating performance? Very easy tasks—things that learners can do almost without thinking (e.g., running)—are typically facilitated by high levels of anxiety. But more difficult tasks—those that require considerable thought and mental effort—are best performed with only a small or moderate level of anxiety. A lot of anxiety in difficult situations can interfere with several processes critical for successful learning and performance: (Ben-Zeev et al., 2005; Cassady, 2004; Covington, 1992; Eysenck, 1992; Hagtvet & Johnsen, 1992; I. G. Sarason, 1980).

• Paying attention to what needs to be learned
• Processing information effectively (e.g., by organizing or elaborating on it)
• Retrieving and using information and skills that have previously been learned

Anxiety is especially likely to interfere with such processes when a task places heavy demands on working memory or long-term memory—for instance, when a task involves problem solving or creativity. In such situations learners may be so preoccupied about doing poorly that they can’t get their minds on what they need to accomplish (Eysenck, 1992; Matthews, Zeidner, & Roberts, 2006; McLeod & Adams, 1989; Tobias, 1985; J. C. Turner, Thorpe, & Meyer, 1998).

In general, learners are more likely to experience debilitating anxiety when they face a threat, a situation in which they believe they have little or no chance of succeeding. Facilitating anxiety is more common when learners face a challenge, a situation in which they believe they can probably achieve success with a significant yet reasonable amount of effort (Combs, Richards, & Richards, 1976; Csikszentmihalyi & Nakamura, 1989; Deci & Ryan, 1992).

Children and adolescents are apt to have some degree of anxiety, either facilitating or debilitating, about many of the following:

• A situation in which physical safety is at risk. For example, they will understandably feel anxious if violence is common in their school or neighborhood.
• A situation in which self-worth is threatened. For example, they may feel anxious when someone makes unflattering remarks about their race or gender.
• Physical appearance. For example, they may be concerned about being too fat or thin or about reaching puberty either earlier or later than peers.
• A new situation. For example, they may experience uncertainty when moving to a new school district.
• Judgment or evaluation by others. For example, they may worry about receiving a low grade from a teacher or about being liked and accepted by peers.
• Frustrating subject matter. For example, they may have considerable anxiety about mathematics if they’ve had difficulty tackling mathematical concepts and problems in the past.
• Excessive classroom demands. For example, they are apt to feel anxious when teachers expect them to learn a great deal of material in a very short time.
• Classroom tests. For example, some students panic at the mere thought of having to take a test, and many students are exceedingly anxious about high-stakes tests that affect their chances for promotion or graduation.
• The future. For example, adolescents may worry about how they will make a living after they graduate from high school.