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Univariable logistic regression identified 13 significant variables, while the multivariable model retained seven significant factors. Hopelessness increased the odds of reporting anxiety adversely affecting performance. 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Lisnyj University of guelph  \nRegan Russell  \nUniversity of guelph  \nAndrew Papadopoulos University of guelph  \nAbstract  \nThis survey study measured the association between risk and protective factors of anxiety and its implications on the academic performance of 1,053 students at a four-year, public post-secondary institution in southwestern Ontario. Logistic regression analyses revealed 13 significant variables at the univariable level, while the multivariable model yielded seven significant factors. Students who felt hopeless significantly increased their odds of reporting anxiety adversely affecting their academic performance, while being able to manage daily responsibilities was the only protective factor against anxiety impacting students’ educational attainment. By planning, designing, and implementing proactive programs focusing on these predictor variables, such interventions can equip students against the debilitative influence of anxiety on their academic success.  \nKeywords: anxiety, academic performance, post-secondary students, student wellness, risk factors, protective factors  \nRésumé  \nCette enquête a mesuré les liens entre les facteurs de risque et les facteurs de protection de l'anxiété et leurs répercussions sur le rendement scolaire de 1053 étudiants d'un établissement postsecondaire public offrant des programmes de quatre ans du sud-ouest de l'Ontario. Une analyse de régression logistique univariée a révélé treize variables significatives, tandisque l’analyse multivariée en a révélé sept. Les étudiants qui se sentaient désespérés étaient beaucoup plus susceptibles derépondre que l’anxiété nuisait à leur rendement scolaire, tandis que la capacité de gérer leurs responsabilités quotidiennes était le seul facteur de protection contre l'anxiété affectant leur rendement. La planification, la conception et la mise en place de programmes proactifs axés sur ces variables explicatives peuvent aider les étudiants à contrer les effets néfastes de  \nl'anxiété sur leur réussite scolaire.  \nMots-clés : anxiété, rendement scolaire, bien-être des étudiants, étudiants de niveau postsecondaire, facteurs de risque, facteurs de protection  \nIntroduction  \nAnxiety is the most prominent mental health problem impacting students pursuing higher education (Center for Collegiate Mental Health, 2018) . The American College Health Association (ACHA) (ACHA, 2013a, 2019) found the rate of Canadian post-secondary students diagnosed with an anxiety disorder in the past 12 months has increased from 12.3% in 2013 to 23 .7% in 2019. The ACHA (2019) also found 68.9% of Canadian post-secondary students reported experiencing overwhelming anxiety within the last year. This is problematic as  \nanxiety is associated with memory, concentration, and cognitive function decline, which can contribute to poor academic performance (Afolayan et al. , 2013; Kitzrow, 2009) . This statement holds true as 34.6% of Canadian post-secondary students reported anxiety negatively im  \npacted their school performance (ACHA, 2019) .  \nThe purpose of this study was to measure the association of various risk and protective factors in predicting students’ reporting of anxiety impacting their academic performance, with the aim of developing proactive interventions at post-secondary institutions. Such information is integral in providing evidence for appropriately  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur 50:2 (2020)   \nplanning, designing, and implementing interventions that reduce the burden of anxiety and its implications on the academic success of tertiary students. This promotes a proactive approach to determine how to best plan wellness programs at institutions to prevent anxiety from unduly impacting students’ academic achievement as well as their lives.  \nLiterature Review  \nThis literature review details the fac","cbCaiq593Efxra4E","https://ap.wps.com/l/cbCaiq593Efxra4E","pdf",209562,18,"English","# Abstract\n## Introduction\n## Literature Review\n## Prevalence of Anxiety in Post-Secondary Students\n## Impacts of Anxiety Among Higher Education Students","[{\"question\":\"What was the study’s main aim?\",\"answer\":\"To measure how different risk and protective factors predict students’ reporting of anxiety affecting their academic performance, with the goal of informing proactive interventions at post-secondary institutions.\"},{\"question\":\"How many students were included, and what setting was studied?\",\"answer\":\"The study surveyed 1,053 students at a four-year public post-secondary institution in southwestern Ontario.\"},{\"question\":\"Which risk and protective factors were most significant in the results?\",\"answer\":\"Feeling hopeless significantly increased the odds that anxiety adversely affected academic performance, while being able to manage daily responsibilities was the only protective factor against anxiety impacting students’ educational attainment.\"}]","Risk and protective factors for anxiety impacting academic performance in post-secondary students | PDF",1792083902,45]