Abstract:

Objective:
The objective of this study was to analyze the predictive capacity of school anxiety on the academic success of students.

Method:
The School Anxiety Inventory (SAQ; Garcia-Fernandez, Ingles, Martinez-Monteagudo, Marzo & Estevez, 2011 was administered in a sample of 1.409 students, ranging in age from 12 to 18 years (M = 14.32, SD = 1.88). Predictor equations were established by using logistic regression, following the forward stepwise regression procedure based on the Wald statistic. Logistic modeling allowed us to estimate the probability of an event, incident or result occurring versus it not occurring, in the presence of one or more predictors. This probability was estimated through the statistic called odd ratio (OR), which was interpreted in the following way: OR > 1 indicated a positive prediction, OR < 1 indicated a negative prediction, whereas a value of 1 indicated that there was no prediction.

Results:
Results show that school anxiety was significant predictor of academic success.
The probabilities (OR) indicate that the probability of presenting academic success is 4.38 times higher in students with high Anxiety about Academic Failure and Punishment and, (b) the probability of presenting academic success is 0.42 times lower in the students with high Anxiety about Social Evaluation.

Conclusion:
This study found relationships between school anxiety and academic success, confirming results from previous studies. Practical implications of these results are discussed.

Keywords:

School anxiety, academic success, adolescence.