Investigating the Influence of Residential Status and Geographical Background on Academic Anxiety Level for First Year Engineering Students

International Refereed, Blind Peer-Reviewed & Open Access Research Journal Issue: 03 | Vol.: 14 | Jul.-Aug.-Sep. - 2025 | Pages: 14–18| REPR | ISSN: 2278 – 5949 | Periodicity : Quarterly, Language : English & Hindi https://recentjournals.in [ 14 ] Investigating the Influence of Residential Status & Geographical Background on Academic Anxiety Level for First Year Engineering Students Bhavisha Modhera, Akhilesh Kumar Singh & Shashikant Mani Tripathi RECENT EDUCATIONAL & PSYCHOLOGICAL RESEARCHES DOI: …… , Plagiarism/Similarity: 09% Investigating the Influence of Residential Status and Geographical Background on Academic Anxiety Level for First Year Engineering Students Bhavisha Modhera * , Akhilesh Kumar Singh & Shashikant Mani Tripathi Department of Yoga, SAM Global University, Raisen Road, Bhopal, Madhya Pradesh, INDIA. *Corresponding Author: [email protected] Received : 11/08/2025 1st BPR : 20/08/2025 2nd BPR : 01/09/2025 Accepted : 08/09/2025 Abstract Academic anxiety assigns to the approach of tension, worry or fear that are connected with academic surroundings or works. It may be pressure of assignments, exams, social or subjects’ related to academic task, or simply sense anxious about working in groups or studying in class. The present study aims to express academic anxiety among first year engineering students in terms of residential status like hosteller or non-hosteller and geographical background like from urban or from rural areas. Assuming an optimistic example, the present study applied a survey plan with quantitative approach. The present study survey includes students of first year engineering students of 2024-2025 academic year using the Academic Anxiety Scale developed by Sonal Sharma and Mohd. Shakir. The present research study sample was 259 with using a technique of probability sampling. The results present research can be accomplished in two parts: (1) hosteller students have experienced higher level of academic anxiety than day scholar (non-hosteller) (2) Students from rural areas have more likely to report higher anxiety level than students from urban areas. These findings can assist to counsel to higher education students to give guidance and counseling to first year engineering students who facing academic anxiety and will facing the challenges in study. Keywords: Academic anxiety, Residential Status, Geographical Background, first year engineering student. Introduction: Academic anxiety assigns to the feelings of worry, tension, or dread that are associated with academic settings or tasks. This could be exams, assignments, subjects (math, reading, or science), social pressures related to schoolwork (parents, peers), or merely feeling uneasy working in groups or about in studying in class. The affirmation of anxiety is convoyed by approach of tension and nervousness, including invasive thoughts and worries (Zeidner & Matthews, 2011). Generally, it is common for all new students to suffer a few degree of anxiety about assignments or academic requirements. Even though, such feelings of anxiety become so extreme, at that time it will become harmful to achieve academic tasks (Visit Site: https://sites.bsu.edu/aarc/about-academic-anxiety/#:~:text= Academic%20 anxiety%20refers% 20to%20the,working%20in%20groups%20in%20class). The anxiety disorder can lead to educational under attainment in young adulthood. Functional impairment in adulthood may occur, affecting health, relationships, and work (Visit Site: https://www.apa.org/ monitor/2019/12/combat-anxiety). The implications of academic anxiety extend far beyond mere academic performance on first engineering students. It serves as a significant predictor of elevated stress levels in newly admitted first year students, with the potential to adversely affect their development and mental health well into adulthood. The report is mentioned that first year students have more anxiety and stress than final year students (Ramteke & Ansari, 2016). Instead, understanding which specific parameters are most prevalent or problematic within particular student populations, such as hostellers versus day scholars (non-hosteller) or urban versus rural students, is essential for developing precise and evidence-based strategies. This understanding shifts International Refereed, Blind Peer-Reviewed & Open Access Research Journal Issue: 03 | Vol.: 14 | Jul.-Aug.-Sep. - 2025 | Pages: 14–18| REPR | ISSN: 2278 – 5949 | Periodicity : Quarterly, Language : English & Hindi https://recentjournals.in [ 15 ] Investigating the Influence of Residential Status & Geographical Background on Academic Anxiety Level for First Year Engineering Students Bhavisha Modhera, Akhilesh Kumar Singh & Shashikant Mani Tripathi RECENT EDUCATIONAL & PSYCHOLOGICAL RESEARCHES the focus of research from merely identifying prevalence to informing targeted solutions. Number of researchers observed that in latest decades, symptoms of mental health disorders and stress level increased in students of college from 2010 to 2022 years (Hunt & Eisenberg, 2010; Stallman, 2010; Pinder-amaker, 2012; Gonzaga et al., 2022). An inverse connection (negative relationship) was noticed between the academic anxiety of adolescents and academic achievement. More exclusively, the academic achievement decreases with level of academic anxiety increases (Parvez & Shakir, 2014). It is seen that first year engineering students are exposed to many problems like the plan of living in hostels for the first time, adjusting to a new peer circle, demands and expectations from their family and relatives, new responsibilities of living an independent life, the huge load of academic pressure, etc. which in turn results in stress. If it is not dealt effectively, it can hamper socially, emotionally and personal also. Their academic performance will also be influenced rigorously (D’Zurilla & Sheddy, 1991). Though, it is noticed that a very few research on academic anxiety had been carried out for particularly first year engineering students. So, classifying the significance of the topic, the investigator was extremely eager to study the present research study and spot which parameters will highly cause to boost academic anxiety among first year engineering students. In the present research, main two parameters namely residential status and geographical background of students were covered. Tools used for Data Collection In the present research study, the investigator has utilized Academic Anxiety Scale (AAS) which was prepared by Sonal Sharma and Dr. Mohd. Shakrir (Sharma & Shakir, 2019). The used AAS scale includes 40 questions divided into six dimensions: anxiety due to teacher, anxiety due to learning environment, anxiety due to cognitive component, anxiety due to study habits, symptoms of academic anxiety, examination anxiety. Technique for sample: To collect data from the sample, the investigator has used ‘Simple Random Technique’ for present research study. Data Collection: Data had collected from concerned 259 students of first year engineering students by the investigator. Statistical Techniques for Statistical calculation: Standard Deviation, Mean, Z-test were calculated. Influence of Residential Status on Academic Anxiety The residential status of students, specifically whether they reside in hostels or commute as day scholars (non-hosteller), presents a compelling area for examining differences in academic anxiety. There are total 235 students participated in this study who are Hosteller. Among all hostellers, it was observed that almost 70% students are facing anxiety with extremely to average level (Table 1). There are 23 students participated as Day scholar (non-hosteller). For students who are day scholars (nonhosteller), it was noticed that 47% students are facing anxiety with extremely to average level (Table 2). Table 1. Academic Anxiety Level among Hosteller students. Academic Anxiety Level Grade No. of students % Extremely High academic anxiety A 9 3.83 High B 15 6.38 Above Average C 42 17.87 Average academic anxiety D 96 40.85 Below Average E 52 22.13 Low F 17 7.23 Extremely Low academic anxiety G 4 1.7 Table 2. Academic Anxiety Level among day scholar (non – Hosteller) students. Academic Anxiety Level Grade No. of students % Extremely High academic anxiety A 0 0 High B 2 8.7 International Refereed, Blind Peer-Reviewed & Open Access Research Journal Issue: 03 | Vol.: 14 | Jul.-Aug.-Sep. - 2025 | Pages: 14–18| REPR | ISSN: 2278 – 5949 | Periodicity : Quarterly, Language : English & Hindi https://recentjournals.in [ 16 ] Investigating the Influence of Residential Status & Geographical Background on Academic Anxiety Level for First Year Engineering Students Bhavisha Modhera, Akhilesh Kumar Singh & Shashikant Mani Tripathi RECENT EDUCATIONAL & PSYCHOLOGICAL RESEARCHES Above Average C 4 17.39 Average academic anxiety D 5 21.74 Below Average E 10 43.48 Low F 2 8.7 Extremely Low academic anxiety G 0 0 Figure 1. Academic Anxiety level comparison for students’ Residential Status. Hosteller students reported significantly higher levels of academic anxiety compared to day scholars. This supports earlier observations that separation from family, restricted hostel routines, and the pressure to adapt to a new social and academic environment contribute to stress and anxiety (D’Zurilla & Sheddy, 1991). In contrast, day scholars benefit from a familiar home environment, daily parental support, and greater emotional stability, which may help in managing academic challenges more effectively. This aligns with the argument that a secure support system buffers against psychological distress (Zeidner & Matthews, 2011). These factors could theoretically contribute to heightened academic anxiety due to reduced immediate familial support, increased pressure to adapt to a new, regulated social and academic environment, and potential feelings of isolation. Conversely, day scholars typically reside with their families, benefiting from "continuous parental support, family interactions, and a familiar home environment, "which fosters a greater sense of security and emotional stability". Influence of Geographical Background on Academic Anxiety The geographical background of students whether they hail from urban or rural areas, is another critical dimension for examining differences in academic anxiety level. There are total 90 students participated in this study who have rural area geographical background. Among all such rural area background students, it was observed that almost 60% students are facing anxiety with extremely to average level (Table 3). There are 168 students who have urban area geographical background. For students who urban area geographical background, it was noticed that approximately 70% students are facing anxiety with extremely to average level (Table 4). In comparison both study, it was great noticed that extremely high and high level academic anxiety were found in students who have rural area geographical background. 0 5 10 15 20 25 30 35 40 45 A B C D E F G % of students Academic Anxiety Level Hosteller Day Scholar International Refereed, Blind Peer-Reviewed & Open Access Research Journal Issue: 03 | Vol.: 14 | Jul.-Aug.-Sep. - 2025 | Pages: 14–18| REPR | ISSN: 2278 – 5949 | Periodicity : Quarterly, Language : English & Hindi https://recentjournals.in [ 17 ] Investigating the Influence of Residential Status & Geographical Background on Academic Anxiety Level for First Year Engineering Students Bhavisha Modhera, Akhilesh Kumar Singh & Shashikant Mani Tripathi RECENT EDUCATIONAL & PSYCHOLOGICAL RESEARCHES Table 3. Academic Anxiety Level among students who have rural area geographical background. Academic Anxiety Level Grade No. of students % Extremely High academic anxiety A 7 7.78 High B 8 8.89 Above Average C 10 11.11 Average academic anxiety D 29 32.22 Below Average E 24 26.67 Low F 10 11.11 Extremely Low academic anxiety G 2 2.22 Table 4. Academic Anxiety Level among students who have urban area geographical background. Academic Anxiety Level Grade No. of students % Extremely High academic anxiety A 2 1.2 High B 9 5.36 Above Average C 36 21.43 Average academic anxiety D 72 42.86 Below Average E 38 22.62 Low F 9 5.36 Extremely Low academic anxiety G 2 1.2 Students from rural backgrounds exhibited higher levels of “extremely high” and “high” academic anxiety compared to their urban counterparts. This difference may be recognized to reasons such as limited prior exposure to superior learning environments, lack of access to quality coaching, language barriers, and greater socio-economic challenges. Urban students, having relatively better access to educational resources, technology, and exposure, may develop stronger coping mechanisms before entering higher education. However, it was also observed that at “average” and “above average” levels, urban students demonstrated a higher proportion of anxiety than rural students. This suggests that while extreme anxiety is more prevalent among rural students, urban students also experience moderate levels of academic pressure, possibly due to heightened parental and societal expectations (Ramteke & Ansari, 2016; Parvez & Shakir, 2014). Figure 2. Academic Anxiety level comparison for students’ geographical background. More interesting observation observed by investigator that academic anxiety level found higher in urban area geographical background student at above average and average level of anxiety (Figure 2). Same observation also noted down by a study (2024) conducted on adolescents in Telangana state 0 5 10 15 20 25 30 35 40 45 A B C D E F G % of students Academic Anixety Level Rural Urban International Refereed, Blind Peer-Reviewed & Open Access Research Journal Issue: 03 | Vol.: 14 | Jul.-Aug.-Sep. - 2025 | Pages: 14–18| REPR | ISSN: 2278 – 5949 | Periodicity : Quarterly, Language : English & Hindi https://recentjournals.in [ 18 ] Investigating the Influence of Residential Status & Geographical Background on Academic Anxiety Level for First Year Engineering Students Bhavisha Modhera, Akhilesh Kumar Singh & Shashikant Mani Tripathi RECENT EDUCATIONAL & PSYCHOLOGICAL RESEARCHES found that "Urban adolescents experienced more academic anxiety than rural adolescents” (Fathima et. al., 2024). Conclusion The study confirms that academic anxiety among first-year engineering students is shaped by both residential status and geographical background. Hostellers reported higher anxiety than day scholars, while students from rural backgrounds were more likely to fall into the extreme or high anxiety categories compared to urban students. These patterns indicate that separation from family, sudden lifestyle changes, and unequal access to prior educational resources are key contributors to student anxiety. Recognizing these factors is essential for higher education institutions. Universities can ease the transition for hostellers through peer-mentorship programs, structured orientation activities, and accessible mental-health services. Rural students may benefit from remedial or bridging courses, language support, and confidence-building workshops that help them integrate more smoothly into the academic culture. By tailoring interventions in this way, institutions not only improve the academic success of first-year students but also safeguard their psychological well-being. Future studies could extend this work by considering additional variables such as gender, socio-economic status, or coping strategies, thereby offering a fuller picture of the complexities surrounding academic anxiety in professional education. References  D’Zurilla, T.J. & Sheddy, C.F. (1991). Relation between social problem-solving ability and subsequent level of psychological stress in college students. Journal of Personality and Social Psychology, 61(5). 841-846.  Fathima, S. A., P Sreedevi, P., Rani, G. S. & Prasuna, M. (2024). Academic anxiety among selected rural and urban adolescents of Telangana state. International Journal of Agriculture Extension and Social Development, 7(7), 272-277.  Gonzaga, L. R. V. G., Dellazzana-Zanon, L. L., & Silva, A. M. B. da. (2022). Handbook of Stress and Academic Anxiety. Springer Nature. 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