SEM 4 - Understanding Mental Disorders PRACTICAL (NEP)

AIM: To study the relationship of anxiety and Quality of life using Adult Manifest Anxiety Scale

(AMAS) and Quality of Life (QLS) among college students.

Introduction

Anxiety is a common emotional response characterized by persistent worry, tension, and

physiological symptoms such as restlessness, increased heart rate, and difficulty concentrating.

While occasional anxiety is a normal reaction to stress, excessive and prolonged anxiety can

interfere with daily life, affecting mental health, academic performance, and overall well-being.

College students are particularly susceptible to anxiety due to academic pressure, social

expectations, and the transition into adulthood, making them a crucial population for studying

the effects of anxiety.

Quality of life encompasses an individual’s overall well-being, including physical health,

psychological state, social relationships, and environmental factors. Anxiety can significantly

impact quality of life by reducing emotional stability, impairing cognitive functioning, and

limiting social engagement. Understanding this relationship is essential for developing effective

interventions to support mental health and enhance well-being among college students. By

studying how anxiety affects quality of life, researchers and mental health professionals can gain

valuable insights into strategies for promoting emotional resilience and academic success.

Anxiety

Anxiety is a complex emotional and physiological response to perceived stress, danger, or

uncertainty, often characterized by excessive worry, fear, and uneasiness. It is a normal and

adaptive reaction that helps individuals prepare for potential threats by triggering the body's
"fight-or-flight" response. This reaction is controlled by the autonomic nervous system,

particularly the sympathetic nervous system, which leads to physiological changes such as

increased heart rate, rapid breathing, muscle tension, and heightened alertness. Anxiety can be

beneficial in moderate amounts, as it enhances focus, motivation, and preparedness in

challenging situations. However, when anxiety becomes excessive, persistent, or

disproportionate to the actual threat, it can lead to significant distress and interfere with daily

life, affecting personal relationships, work, and overall well-being. Individuals experiencing

chronic anxiety often find themselves trapped in a cycle of worry, anticipating negative outcomes

even when there is no immediate danger. This prolonged state of tension can contribute to

various physical health issues, including headaches, digestive problems, high blood pressure, and

a weakened immune system.

The causes of anxiety are multifaceted, involving a combination of genetic, biological,

psychological, and environmental factors. Genetically, individuals with a family history of

anxiety disorders may have a higher predisposition to experiencing anxiety due to inherited

traits. Biologically, neurotransmitter imbalances, particularly in serotonin, dopamine, and

gamma-aminobutyric acid (GABA), play a significant role in regulating mood and anxiety

levels. Overactivity in certain brain regions, such as the amygdala, which is responsible for

processing emotions and detecting threats, can also contribute to heightened anxiety responses.

Additionally, environmental stressors, such as work-related pressure, financial difficulties,

traumatic experiences, childhood neglect, or significant life transitions, can trigger or exacerbate

anxiety symptoms. Psychological factors, including low self-esteem, perfectionism, and a

tendency to overthink or catastrophize situations, further contribute to the development of

anxiety. While anxiety is a universal experience, its intensity and impact vary from person to
person, making it essential to recognize and address the condition before it escalates into a more

severe anxiety disorder. Treatment and management strategies, such as cognitive-behavioral

therapy (CBT), medication, mindfulness practices, relaxation techniques, and lifestyle

modifications, are commonly used to help individuals cope with and reduce anxiety symptoms,

promoting a healthier and more balanced life.

Anxiety disorders can be categorized into several types, each with its own set of symptoms,

causes, and effects on an individual’s life. These include Generalized Anxiety Disorder (GAD),

Panic Disorder, Social Anxiety Disorder, Specific Phobias, Obsessive-Compulsive Disorder

(OCD), and Post-Traumatic Stress Disorder (PTSD). Understanding these disorders in detail can

help individuals recognize the signs and seek appropriate treatment.

Generalized Anxiety Disorder (GAD) is characterized by excessive and persistent worry about

various aspects of daily life, such as work, health, relationships, and finances, even when there is

no obvious reason for concern. People with GAD often struggle with constant restlessness,

irritability, muscle tension, fatigue, difficulty concentrating, and trouble sleeping. The chronic

nature of this worry can interfere with daily functioning, making it difficult for individuals to

relax and enjoy life.

Panic Disorder is marked by sudden and repeated panic attacks, which are intense episodes of

fear that can last for several minutes. These attacks are often accompanied by physical symptoms

such as rapid heartbeat, shortness of breath, chest pain, dizziness, sweating, trembling, and a

feeling of impending doom. Panic attacks can be unpredictable and may occur even in situations

where there is no real danger. People with this disorder may start avoiding places or situations

that they associate with previous attacks, leading to further distress and limitations in their daily

activities.
Social Anxiety Disorder, also known as social phobia, involves an intense fear of social

situations, especially those where an individual might be scrutinized or judged by others. People

with social anxiety often avoid public speaking, social gatherings, or any interactions that require

them to engage with unfamiliar people. They may experience extreme nervousness, blushing,

sweating, nausea, and difficulty speaking in social situations. The fear of embarrassment or

humiliation can significantly affect personal relationships, work, and education.

Specific Phobias refer to irrational and excessive fears of particular objects, animals, or

situations. Common phobias include fear of heights (acrophobia), spiders (arachnophobia),

confined spaces (claustrophobia), and flying (aviophobia). When exposed to their specific fear,

individuals experience extreme anxiety, sometimes leading to panic attacks. As a result, they go

to great lengths to avoid their triggers, which can limit their ability to function in certain

environments or situations.

Obsessive-Compulsive Disorder (OCD) is characterized by unwanted, intrusive thoughts

(obsessions) that cause significant anxiety, followed by repetitive behaviors (compulsions)

performed to reduce distress. Common obsessions include fears of contamination, harming

others, or needing things to be symmetrical. Compulsions may include excessive handwashing,

checking locks repeatedly, counting objects, or following strict routines. These rituals provide

temporary relief but often interfere with daily activities and relationships, making it difficult for

individuals to focus on their work and personal lives.

Post-Traumatic Stress Disorder (PTSD) develops after experiencing or witnessing a traumatic

event, such as war, natural disasters, physical or sexual assault, accidents, or the sudden loss of a

loved one. Symptoms of PTSD include flashbacks, nightmares, heightened anxiety, emotional

numbness, difficulty sleeping, and avoidance of reminders related to the trauma. Individuals with
PTSD may also experience intense feelings of guilt, anger, or sadness, which can affect their

ability to function in daily life. Without proper treatment, PTSD can have long-term emotional

and psychological consequences.

Each type of anxiety disorder affects individuals differently, and the severity of symptoms varies

from person to person. While some may experience mild anxiety that they can manage on their

own, others may struggle with severe symptoms that significantly impact their well-being.

Proper diagnosis, therapy, and, in some cases, medication can help individuals manage their

anxiety and improve their quality of life. Recognizing and understanding these disorders is the

first step toward seeking effective treatment and support.

Theories of anxiety

There are several theories that attempt to explain the causes and development of anxiety. These

theories come from different psychological perspectives, each offering unique insights into how

anxiety disorders originate and persist. Understanding these theories helps in identifying

effective treatment approaches and coping mechanisms.

The Psychoanalytic Theory of Anxiety, proposed by Sigmund Freud, suggests that anxiety

arises from unresolved unconscious conflicts, often stemming from childhood experiences.

According to Freud, the human mind consists of the id (instinctual desires), the ego (rational

thinking), and the superego (moral conscience). When the id’s desires conflict with the

superego’s moral restrictions, the ego experiences anxiety. To cope with this distress, the mind

uses defense mechanisms such as repression or displacement. However, when these defenses fail,

anxiety manifests as psychological symptoms. For instance, someone who has repressed
childhood fears may develop irrational anxieties in adulthood without consciously understanding

their origin.

The Behavioral Theory of Anxiety explains anxiety as a learned response to certain stimuli

through conditioning. This perspective is based on classical conditioning, as demonstrated in

John B. Watson’s famous experiment with Little Albert, where a child was conditioned to fear a

white rat after it was repeatedly paired with a loud, frightening noise. Over time, such learned

fears can generalize to similar situations or objects. Operant conditioning also plays a role, where

avoidance behaviors are reinforced by the relief from anxiety. For example, a person with social

anxiety avoids public speaking, which temporarily reduces their anxiety but strengthens their

fear in the long run. This theory suggests that anxiety can be unlearned through exposure therapy

and behavior modification techniques.

The Cognitive Theory of Anxiety focuses on the role of distorted thinking patterns in the

development of anxiety. According to this theory, individuals with anxiety tend to interpret

situations as more threatening than they actually are. They may engage in catastrophic thinking,

expecting the worst outcomes, or exhibit excessive worry about potential dangers. Cognitive

distortions such as overgeneralization, black-and-white thinking, and excessive self-criticism

contribute to persistent anxiety. For example, a person with generalized anxiety disorder (GAD)

may constantly worry about financial ruin, even when they are financially stable. Cognitive-

behavioral therapy (CBT) is based on this theory and aims to help individuals identify and

change these maladaptive thought patterns.

The Biological Theory of Anxiety suggests that anxiety disorders have a genetic and

neurochemical basis. Research indicates that anxiety can run in families, suggesting a hereditary

component. Neurotransmitters such as serotonin, dopamine, and gamma-aminobutyric acid

(GABA) play a crucial role in regulating mood and anxiety levels. Imbalances in these chemicals

can lead to heightened anxiety responses. Additionally, overactivity in the amygdala, the brain’s

fear-processing center, has been linked to increased anxiety sensitivity. This theory supports the

use of medications such as selective serotonin reuptake inhibitors (SSRIs) and benzodiazepines,

which help regulate brain chemistry and alleviate symptoms.

The Humanistic-Existential Theory of Anxiety views anxiety as a result of existential concerns

and a lack of fulfillment in life. Humanistic psychologists, such as Carl Rogers and Abraham

Maslow, argue that anxiety arises when an individual is unable to achieve self-actualization or

when they feel disconnected from their true self. Existential psychologists believe that anxiety is

a fundamental part of the human experience, emerging from the awareness of mortality, personal

responsibility, and the search for meaning in life. According to this perspective, individuals who

struggle with uncertainty, self-doubt, or feelings of insignificance are more prone to anxiety.

Therapy based on this approach encourages self-awareness, personal growth, and finding

meaning to reduce anxiety.

Quality of Life

Quality of life (QoL) is a broad and multidimensional concept that refers to an individual’s

overall well-being, encompassing physical health, psychological state, level of independence,

social relationships, and personal beliefs. It is influenced by both subjective experiences and

objective factors, making it a crucial measure in healthcare, psychology, and social sciences. The

World Health Organization (WHO) defines quality of life as an individual's perception of their

position in life within the context of their culture, value systems, goals, expectations, and

concerns. It extends beyond mere physical health and considers emotional well-being, social

connections, environmental conditions, and overall life satisfaction.

One of the most widely used tools to assess QoL is the World Health Organization Quality of

Life (WHOQOL) Questionnaire, which evaluates different domains of an individual’s life. The

physical health domain assesses aspects such as energy levels, pain, mobility, sleep, and daily

activities, as well as the impact of illness and medical treatment on daily life. The psychological

domain includes emotional well-being, cognitive functions, self-esteem, body image, and the

presence of anxiety or depression. The level of independence domain evaluates an individual’s

ability to perform daily tasks without assistance, including work capacity, personal autonomy,

and financial resources. The social relationships domain examines personal relationships, social

support, and sexual activity, reflecting the importance of social connections in overall well-

being. The environmental domain considers factors such as financial security, access to

healthcare, safety, transportation, recreation, and the physical living environment. Lastly, the

spirituality and personal beliefs domain assesses the role of religious beliefs, personal values,

and the sense of meaning in life in shaping well-being.

Quality of life is particularly important in mental health, as conditions such as anxiety and

depression can significantly impair an individual’s ability to function in various domains.

Chronic stress, excessive worry, and emotional distress can affect physical health, reduce social

interactions, and lower overall life satisfaction. Conversely, strong social support, a healthy

lifestyle, and effective coping mechanisms contribute to better quality of life. Interventions

aimed at improving QoL often focus on holistic approaches, including therapy, lifestyle

modifications, medical treatments, and social support systems. Measuring QoL helps healthcare

professionals and researchers develop targeted interventions that enhance well-being and ensure

a better standard of living for individuals facing health challenges.

Review of Literature:

Anxiety and Quality of Life Among Indian College Students: A Review of Literature

Anxiety has been widely studied in relation to quality of life among college students in India.

Researchers have used various psychological scales, including the Adult Manifest Anxiety Scale

and quality of life assessments, to examine this relationship. Findings suggest that high anxiety

levels negatively impact students' academic performance, social interactions, and overall well-

being. Factors such as academic stress, financial burdens, and lack of mental health support

significantly contribute to anxiety. Intervention programs, mindfulness techniques, and

counseling have been recommended as effective coping mechanisms to enhance students' quality

of life.

One author: (Vaishnav, 2024)

Two authors: (Biswas & Biswas, 2021)

Contributors: S. Biswas and A. Biswas

Perceived Stress and Quality of Life Among College Students

Shekinah (2023) conducted a study to examine the relationship between perceived stress and

quality of life among college students. Utilizing the Perceived Stress Scale and the WHOQOL-

BREF, the study found a significant negative correlation between stress levels and all four

domains of quality of life: physical health, psychological health, social relationships, and

environment. The findings suggest that higher perceived stress is associated with a lower quality

of life among students, highlighting the need for stress management interventions in educational

settings.
One author: (Shekinah, 2023)

Quality of Life in Anxiety Disorders: Its Relation to Work and Social Functioning and

Dysfunctional Cognitions

Sudhir et al. (2012) explored the quality of life, functioning, disability, work and social

adjustment, depression, anxiety, and dysfunctional cognitions in patients with anxiety disorders.

The study revealed that patients with anxiety disorders reported significantly lower quality of life

compared to a non-clinical sample. Factors such as work and social adjustment, depression, and

dysfunctional cognitions emerged as significant predictors of quality of life, emphasizing the

importance of addressing these areas in therapeutic interventions.

Author: (Sudhir et al., 2012)

Well-Being and Anxiety Levels of College Students During COVID-19 Pandemic

Lockdown

Prashar et al. (2024) assessed the impact of the COVID-19 lockdown on well-being and anxiety

levels among college students. Using the GAD-7 and WHO-5 questionnaires, the study found a

moderate negative correlation between anxiety levels and overall well-being. The results

indicated a reduction in well-being and a mild increase in anxiety levels during the lockdown

period, with female students reporting lower well-being and higher anxiety compared to male

students.

Author: (Prashar et al., 2024)

Effect of Academic Pressure on Anxiety and Life Satisfaction Among University Students
Nair (2019) examined the role of academic pressure in contributing to anxiety and its subsequent

impact on life satisfaction among university students. The study found that students experiencing

high academic stress reported higher levels of anxiety and a significant decline in overall life

satisfaction. The research emphasized the need for university-level mental health initiatives to

support students facing academic-related anxiety.

One author: (Nair, 2019)

Coping Mechanisms and Anxiety: Their Influence on College Students' Quality of Life

Desai et al. (2020) explored the relationship between coping strategies, anxiety levels, and

quality of life among college students. The study found that students who engaged in active

coping mechanisms such as mindfulness, exercise, and social support reported lower anxiety

levels and better quality of life. Conversely, students who relied on avoidance-based coping

strategies exhibited higher anxiety and reduced well-being. The findings highlight the

importance of promoting effective coping strategies among students.

Author: (Desai et al., 2020)

Social Anxiety and Its Effect on Academic Performance and Well-Being Among College

Students

Gupta and Mehta (2021) investigated the impact of social anxiety on academic performance and

overall well-being among Indian college students. The study found that students with high social

anxiety levels struggled with classroom participation, group activities, and networking

opportunities, leading to lower academic performance and a diminished quality of life. The

authors suggested that universities implement peer support programs and counseling services to

help students manage social anxiety.

Two authors: (Gupta & Mehta, 2021)

Contributors: A. Gupta and R. Mehta

Impact of Academic Stress on Anxiety and Quality of Life Among Indian College Students

Rao and Iyer (2018) conducted a study to analyze the impact of academic stress on anxiety levels

and overall quality of life among Indian college students. Using the Adult Manifest Anxiety

Scale and the WHOQOL-BREF, the study found a strong correlation between high academic

stress and increased anxiety symptoms, leading to a decline in students' overall quality of life.

The researchers emphasized the necessity for academic institutions to integrate stress

management programs and counseling services to enhance student well-being.

Two authors: (Rao & Iyer, 2018)

Contributors: K. Rao and M. Iyer

METHOD

Null Hypothesis 1: There is no negative correlation between anxiety and quality of life among

college students.

Alternative Hypothesis: There is a negative correlation between anxiety and quality of life

among college students.

Design

The present study used a correlational design to examine the relationship between anxiety and

quality of life among college students. Two standardized tools were used to assess these

variables:
1. Adult Manifest Anxiety Scale (AMAS)

2. Quality of Life Scale (QLS)

Sample

The sample consisted of two college students, one male and one female ,within the age range of

18-25 years. A convenience sampling method was used, where participants were recruited from

different departments. I personally requested two of my peers, one male and one female from

different academic backgrounds, to participate in the study. Data collected from both participants

was pooled for analysis.

Demographics collected included:

Participant 1

Name: Sudhanshu Chaudhary

Age: 21

Gender: Male

Course: BAP History + Political Science

Hobbies: Volleyball and travelling

Participant 2

Name: Rokaiya Khan

Age: 19
Gender: Female

Course: CS

Hobbies: Sketching, listening to music and watching K-dramas.

Tools

1. Adult Manifest Anxiety Scale (AMAS)

Developed by Reynolds, Richmond, and Lowe (2003), AMAS is a standardized tool used to

assess the level of manifest anxiety in adults. It comprises multiple-choice items measuring

different dimensions of anxiety, such as tension, worry, and physiological responses. The scale is

known for its good reliability and validity, with internal consistency coefficients typically above

0.80.

2. Quality of Life Scale (QLS)

Developed by Dubey and Dwivedi (2009), the Quality of Life Scale assesses an individual's

perceived quality of life across multiple domains, including physical health, psychological state,

social relationships, and environmental factors. It uses a Likert-type response format. The QLS

has been shown to have strong psychometric properties with high internal consistency and test-

retest reliability.

Procedure and Ethical Considerations

Participants were first briefed about the objective of the study. Rapport was established to make

them feel comfortable. They were given detailed instructions about how to fill out the

questionnaires. Participants completed the AMAS and QLS individually in a quiet setting to
 minimize distractions. They were assured about the confidentiality and anonymity of their

responses and gave informed consent before participating.

Behavioral Observations: During the administration, minor behaviors were noticed, such as

foot tapping, scratching the neck, and occasional fidgeting with the pen. These behaviors were

noted but did not interfere with the completion of the questionnaires.

Data Analysis:

Using SPSS, descriptive analysis was conducted to determine the mean and median values of the

data. In addition, inferential statistics were applied to explore relationships between variables.

Specifically, the Pearson Product-Moment Correlation was used to assess the strength and

direction of associations among the variables.

Results

Table 1a : Male

Participant Worry/ Physiological Test Social Lie Total

oversensitivity Anxiety Anxiety concerns Score

Male 3 1 0 0 3 7

t-score 37 45 32 39 55 37

Percentile 9 31 4 14 70 10

Range low Expected low low Mild low

Table 1b : Female
Participant Worry/ Physiological Test Social Lie Total

oversensitivity Anxiety Anxiety concerns Score

Male 8 1 5 3 3 20

t-score 53 45 49 55 55 52

Percentile 50 31 46 69 70 57

Range Expected Expected Expected Mild Mild Expected

Table 1c : Male and Female QLS Scores

Participant Score Range

Male 76 High

Female 48 Average

Table 2: Adult Manifest Anxiety Scale

Mean, SD and t-test (independent) value of Female and Male on AMAS (N=103, Male = 51 and

Female = 52)

Gender Worry/ Physiological Test Social Lie Total

oversensitivity Anxiety Anxiety concerns Score

Male

Mean 8.019 4.0192 6.115 3.230 2.673 22.75 1.646

 SD 2.578 202181 4.037 2.673 1.766 7.943

Female

Mean 6.901 3.274 5.196 3.32 3.588 20.137

SD 2.865 2.145 3.57 2 1.87 8.163

The p-value is .051404. The result is not significant at p < .05.

Table 3: Quality Of Life Scale

Gender Mean SD t-value

Male 66.764 14.526

0.325

Female 67.653 13.19

The p-value is .372841. The result is not significant at p < .05.

Table 4: Pearson product Moment Correlation of AMAS and QLS

Variable Mean SD R (Correlation)

Anxiety (X) 20.137 8.163 -0.379

Quality of Life (Y) 67.653 13.193

This is a moderate negative correlation, which means there is a tendency for high AMAS va to

go with low Quality of life scores (and vice versa).

Fig: correlation of Anxiety and quality of life

X = AMAS

Y = Quality of life

Interpretation and Discussion

The present study explored the relationship between anxiety and quality of life among college

students. In recent years, mental health concerns such as anxiety have become increasingly

prevalent within the student population due to the demanding nature of academic life, societal

expectations, and the transitional stage of emerging adulthood. College students often navigate a

range of stressors including exams, peer pressure, future career concerns, and identity formation,

all of which can impact their emotional well-being. By examining how anxiety interacts with

perceived quality of life, this study aimed to provide insights that can help in designing

psychological interventions and improving mental health support systems on campuses.

Two main variables were examined in the study: anxiety and quality of life. Anxiety was

measured using the Adult Manifest Anxiety Scale (AMAS), which assesses various aspects of

anxiety including tension, worry, physiological responses, and stress in test and social contexts.

It reflects both cognitive and somatic components of anxiety, which are often triggered in

academic and social settings for college students. The Quality of Life Scale (QLS) was used to
evaluate participants’ satisfaction across domains such as physical and emotional well-being,

interpersonal relationships, work, and general life outlook. Quality of life is a comprehensive

measure that encompasses one’s subjective experience of health, comfort, and happiness, and is

significantly influenced by mental health conditions like anxiety.

A correlational research design was employed in the study to examine the direction and strength

of the relationship between anxiety and quality of life. Standardized psychological tools were

administered to two college students—one male and one female—using a convenience sampling

approach. This design allows researchers to observe natural relationships between variables

without manipulating them, making it suitable for exploring psychological constructs in real-life

educational settings. The participant who reported lower levels of anxiety appeared to maintain a

calm and composed demeanor in response to typical life stressors. This individual showed

resilience in the face of academic and social demands, demonstrating confidence and emotional

regulation. Their high quality of life score reflected satisfaction with personal relationships,

academic engagement, and general well-being. On the other hand, the participant with moderate

anxiety levels exhibited a more cautious approach to daily challenges. While their anxiety scores

remained within a manageable range, certain areas—such as social self-consciousness and

routine pressures—suggested heightened sensitivity. This was reflected in their quality of life

score, which fell within a moderate range, indicating areas of stability alongside certain

emotional or situational stressors. The findings of this study align with the hypothesis that

increased anxiety is associated with a lower quality of life. The participant with lower anxiety

reported greater life satisfaction and emotional balance, while the participant with moderately

elevated anxiety perceived more challenges in daily living. These patterns are consistent with the

broader psychological understanding that anxiety can negatively influence cognitive functioning,
interpersonal relationships, and emotional health—all components that contribute to quality of

life. This reflects the inverse relationship found in previous studies, wherein heightened anxiety

disrupts not only academic performance but also social satisfaction and psychological stability

(Vaishnav, 2024; Rao & Iyer, 2018). The findings are well-supported by existing research. For

instance, Biswas and Biswas (2021) found that high anxiety levels in Indian college students

were associated with academic burnout and poor life satisfaction. Similarly, Shekinah (2023)

reported a negative correlation between perceived stress and all domains of quality of life,

affirming that stress and anxiety erode emotional well-being and social functioning. Desai et al.

(2020) emphasized that students employing active coping strategies tend to report lower anxiety

and better quality of life, while those with avoidance-based strategies showed reduced well-being

—an insight echoed by this study’s participant responses. Moreover, Prashar et al. (2024) found

that pandemic-related disruptions intensified anxiety and reduced well-being among students,

particularly among females, reflecting the gendered differences in stress response. Research by

Gupta and Mehta (2021) also highlighted that students with social anxiety experience diminished

academic and social performance, reinforcing the need for peer support initiatives. Lastly, Sudhir

et al. (2012) pointed out that anxiety disorders severely impact social and occupational

functioning, a finding that underscores the relevance of early detection and intervention.

Implications of the Study

This study holds several practical implications for college mental health programs. First, it

reiterates the importance of identifying and addressing anxiety early, before it escalates and

begins to affect broader aspects of a student’s life. Colleges should prioritize the integration of

mental health services, including counseling, stress-reduction workshops, and resilience training.

The use of standardized tools such as AMAS and QLS can be instrumental in screening students
for emotional distress. Furthermore, promoting effective coping mechanisms like mindfulness,

time management, physical activity, and social support could enhance students’ ability to manage

anxiety. The study also suggests that fostering environments that reduce academic pressure and

promote positive social engagement can improve overall quality of life.

Limitations of the Study

While the study offers valuable insights, several limitations must be acknowledged. The most

prominent limitation is the small sample size, which prevents generalizing the results to the

wider student population. Convenience sampling may also introduce bias, as participants may

not be representative of diverse academic backgrounds or socio-economic statuses. The self-

report nature of the tools can lead to social desirability or response bias, as participants might

underreport their anxiety or overstate their quality of life. Additionally, the cross-sectional design

of the study only captures data at one point in time, which limits the understanding of how

anxiety and quality of life may fluctuate over time. Future research should aim to include a

larger, more diverse sample and potentially explore longitudinal designs to track changes in

mental health and well-being over the academic cycle.

Certainly! Here’s a well-structured Conclusion section that summarizes the study and highlights

the significant findings:

Conclusion

The present study aimed to explore the relationship between anxiety and quality of life among

Indian college students using a correlational research design. By assessing two participants—one

male and one female,through standardized tools, the Adult Manifest Anxiety Scale (AMAS) and
the Quality of Life Scale (QLS), the study provided initial insights into how emotional well-

being and daily functioning are interrelated. The findings indicated a negative correlation

between anxiety and quality of life, supporting the alternative hypothesis. The participant with

lower anxiety reported a higher quality of life, while the participant with moderate anxiety

exhibited signs of reduced life satisfaction, particularly in areas related to social concern and

emotional stability. These results align with existing research that highlights how heightened

anxiety can adversely affect academic performance, social engagement, and overall well-being.

Though limited by a small sample size, the study underscores the importance of early

identification and intervention for anxiety in college settings. It reinforces the need for

supportive campus environments that promote mental health awareness, coping strategies, and

well-being. Future studies with larger samples and more diverse populations are recommended to

further validate these findings and expand on their implications.

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Gupta, A., & Mehta, R. (2021). Social anxiety and its effect on academic performance and well-

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Appendix