Consequently, two important factors to be considered by educators are anxiety and apathy. The acquisition of knowledge in any area of study is greatly influenced by the levels of anxiety the pupil feels while learning takes place, and second language learning is not the exception. While high levels of anxiety can make learning less productive, the right or optimum levels can make the learning and teaching process more efficient. Anxiety is commonly defined as a feeling of apprehension accompanied by fear of failing, being mocked or laughed at by someone. Although some researchers show that certain levels of anxiety can be beneficial, "anxiety can be a serious problem and can become more detrimental over time" (Dobson, 2012).
Following the recent studies, test anxiety has been related to situations where students want to either sit for an examination or perform on stage, further test anxiety is common in places where one is supposed to perform and produce results (Watson and Driver, 1983). Part 1 Test anxiety is actually one of the greatest dangers in the education system. In most cases, test anxiety leads to health problems like students becoming stressed because of failing to achieve a target or failing to do something. Following such occurrences, test anxiety can bring about depression, anger, hatred, and agitation (Walberg and Haertel, 1992). This kind of anxiety is not good for human health.
Even though there are many similarities it is useful to differentiate between test anxiety and anxiety caused by standardized tests. According to 2, 4, 5, 6, 7, 9, &15, test anxiety correlates negatively with performance. If anxiety and frustration with the task is high, then the person is likely to withdraw. By withdrawing, performance is influenced. The more students withdraw, the more anxious and tense they become.
It is no wonder then that many studies conducted were dedicated on finding the impact of stress to the academic performance of students. Studies show that one of the factors that hinder students in performing well in their academics are because of the stressors they encounter day by day (Akgun, S., & Ciarrochi, J., 2003). According to the work of Radifah (2009), learning and memory can be affected by stress. Although normal amount of stress can enhance one’s learning ability, too much can be harmful to one’s mental health. Stress can also surpress learning, which is considered as ‘unfavorable stress’ and can harm a person’s academic performance (Siraj, 2014).
Academic dishonesty has cognitive, emotional, and social consequences directly affecting students’ well-being. According to Shu and Gino, academic dishonesty has been linked to poor mental health. The negative feelings associated with dishonesty may include guilt, discomfort, or even anxiety. However, some research shows that in order to reduce the psychological distress, one must modify the way they view cheating so that cheating may seem as less of a problem than it really is (Shu & Gino, 2012). One study by Shu and Gino revealed, participants who cheated in a task remembered fewer moral items than those who did not cheat.
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