Research Article,  Int J Ment Health Psychiatry Vol: 11 Issue: 2

A CROSS-DISCIPLINARY STUDY ON FORMS OF ANXIETY EXPERIENCED BY COLLEGE YOUTH IN CHHATTISGARH

Vishalakshi Choubey^1*, Mukat Lal Sharma², M.A. Khan²

¹Department of Agricultural Extension Education, Indira Gandhi Krishi Vishwavidyalaya, Raipur, Chhattisgarh, India

²Department of Agricultural Extension Education, Indira Gandhi Krishi Vishwavidyalaya, Raipur, Chhattisgarh, India

*Corresponding Author:Vishalakshi Choubey
Department of Agricultural Extension Education, Indira Gandhi Krishi Vishwavidyalaya, Raipur, Chhattisgarh, India
E-mail: choubeyvishalakshi@gmail.com

Received date: 13 July, 2025, Manuscript No. IJMHP-25-167834; Editor assigned date: 15 July, 2025, PreQC No. IJMHP-25-167834 (PQ); Reviewed date: 29 July, 2025, QC No. IJMHP-25-167834; Revised date: 05 August, 2025, Manuscript No. IJMHP-25-167834 (R); Published date: 14 August, 2025, DOI: 10.4172/2471-4372.1000288

Citation: Vishalakshi Choubey, Mukat Lal Sharma, M.A. Khan (2025) A Cross-Disciplinary Study on Forms of Anxiety Experienced by College Youth in Chhattisgarh. Int J Ment Health Psychiatry 11:288.

Abstract

Keywords: Faculty; Anxiety; Depression; Discipline; Higher education

Introduction

Anxiety is a pervasive psychological concern among youth posing a serious threat to their mental and physical well-being. There are several reasons that heighten anxiety levels among youth comprising academic pressure, competitive environments, lifestyle changes and career uncertainty. Professional degree courses like Medical, Engineering, Law and Agriculture bring with them intense academic load and social stress. In a state like Chhattisgarh where the educational infrastructure is evolving day by day, youth enter diverse and rigorous educational streams for higher education. An interdisciplinary study seemed extremely necessary for improvising targeted interventions that would minimize anxiety in college youth. Hence, this study was conducted with the following objectives in mind; to identify the forms of anxiety experienced by college youth across selected faculties and to assess gender and discipline-wise variations in anxiety levels.

Hunt and Eisenberg found that anxiety disorders are the most prevalent psychiatric problems among college students, with social phobia, panic disorder, generalized anxiety disorder, and PTSD being the most common [1]. Cooper and Brownell categorized student anxiety into general class anxiety, communication anxiety, social anxiety, and test anxiety, highlighting the multifaceted nature of anxiety in academic settings [2]. Jones examined that academic anxiety manifests in various forms, including physiological, cognitive, behavioral, and social symptoms, each requiring tailored intervention strategies [3].

Bisson K. H. examined that among the group who reported having low social support, depression had a positive relationship with academic performance [4]. After eliminating an insignificant moderating effect of social support on the relationship between anxiety and academic performance, the total effect of anxiety on academic performance was not significant. Farell revealed that financial stress and peer pressure have been identified as significant contributors to anxiety and aggression among university students [5]. Batra et al. emphasized that academic disciplines with frequent assessments, like law and medicine, correlate with persistent anxiety in students [6]. Cui et al. stated that disciplinary differences in university teaching can influence student anxiety levels [7]. For instance, certain disciplines may employ assessment methods and learning approaches that heighten stress among students [9-12].

Materials and Methods

An ex-post facto and comparative research design was employed to assess and compare anxiety levels across faculties. This research was conducted among 280 college students from seven faculties in Chhattisgarh i.e. Medicine, Engineering, Law, Veterinary, Agriculture, Horticulture, and Agricultural Engineering. Stratified random sampling was used to ensure representation from each discipline and gender. A structured interview was used which comprised of 40 statements extracted from Mrs. Kamini Singhal’s Anxiety scale (2015) and also open-ended questions for better responses. The statements were ranked on a 5-point scale and mean scores were assessed for each discipline. All possible forms of anxiety related to academics, society, health and future uncertainty were covered. The analysis of data was done using frequency, percentage, mean scores, ranking and z-test to assess discipline wise differences. Most of the information was gathered through the prepared interview schedule, however a considerable amount of information was also extracted through focussed group discussions for free sharing of ideas.

Results and Discussion

The most common forms of anxiety identified through this study were academic anxiety, social anxiety, performance anxiety, technology anxiety and climate anxiety among few others. The data from Table 1 reveals that 20% of the respondents face academic anxiety most severely followed by social anxiety.

Table 1: Percentage distribution of college youth according to forms of anxiety experienced.

This suggests that maximum college youth possess fear of judgement, rejection or awkwardness in social settings along with a pressure to excel in academics and maintain grades. High parental expectations and competition might be the underlying causes behind this. As reported, 15.72% respondents suffer from performance anxiety which leads to burnout or mental fatigue. On determining the ranks of these forms of anxiety to analyse the level of severity each possesses in the youth, the following results were noted (Table 2).

Table 2: Different forms of anxiety experienced by college youth in order of severity.

Male students depicted higher social anxiety while female students reported higher academic anxiety. Social anxiety was the most prevalent followed by academic anxiety, performance anxiety, technology anxiety, financial anxiety, generalised anxiety, existential anxiety, climate anxiety and phobias from enclosed spaces, water, height etc. The z-test value as mentioned in Table 2. implies that a significant difference exists between the anxiety levels of male and female respondents signalling to a slight gender variation in anxiety experience. Medical students faced higher academic anxiety as compared to other faculties owing to their heavy workload and academic pressure. Financial anxiety was seen much in law faculty and performance anxiety was higher in agriculture students followed by veterinary students (Table 3).

Table 3: Forms of anxiety across faculties.

Technological stress was found to be higher in Engineering and Agricultural Engineering faculties. Overall anxiety level of the male students was found to be 57.55% while for female students it was 60.22% which clearly depicts female youth is more prone to anxiety than male. This might be because of higher expectations, peer pressure, authoritative parenting or determined nature of female youth towards academic excellence. Male students were more linked to the society hence they experienced higher societal pressure. However, underreporting is obvious due to the social stigma associated with this topic.

Conclusion

This study reveals that there is multidimensional aspect to anxiety among college youth in Chhattisgarh which varies significantly across faculties as well as gender. College youth from faculties like medical and law face intense anxiety however there is prevalence of some form of anxiety across all disciplines. Lack of counselling services and stress management initiatives might hamper overall development of youth in the long run. Considering the highly competitive academic atmosphere and pressing parental expectations, youth is significantly impacted by anxiety, stress and tension od some sort or the other. However, the rate is not alarming but prevention is better than cure. If not paid attention at the right time, these levels of anxiety might exaggerate and lead to various mental and physical consequences. Digital-free zones should be constructed in malls, colleges and libraries for considerable digital detox and formation of peer support groups for free sharing of problems should be encouraged. Mental health education should be a part of the curriculum to ensure the well-being of the future generations. Through art, the silent becomes audible, the unseen becomes visible and the fragmented finds unity.

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