Does Anxiety Affect Adolescent Academic Performance? The Inverted-U Hypothesis Revisited

Hsiu-Han Shih () and Ming-Jen Lin ()
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Hsiu-Han Shih: National Taiwan University
Ming-Jen Lin: National Taiwan University
Authors registered in the RePEc Author Service: 明仁 林

Journal of Labor Research, 2017, vol. 38, issue 1, No 2, 45-81

Abstract: Abstract The inverted-U relationship between anxiety and performance in the context of endogeneity has yet to be investigated. Junior high school students from Taiwan were used as the sample for investigating the effect of anxiety levels on the comprehensive analysis aptitude of students. The ordinary least square (OLS) analysis indeed confirmed the inverted-U relationship. In addition, both fixed-effect analysis and two-stage least square (2SLS) analysis using variation in acne severity to instrument for anxiety also concluded that anxiety increased performance at lower anxiety levels. However, this relationship was positive and insignificant at higher anxiety levels. Overall, our results supported the left (increasing) part of the inverted-U relationship between anxiety and performance, but found no evidence for the right (decreasing) part of the inverted-U relationship.

Keywords: Anxiety; Academic achievement; TEPS; Inverted-U theory; Instrumental variables (IVs); Fixed effect (search for similar items in EconPapers)
JEL-codes: I12 I20 (search for similar items in EconPapers)
Date: 2017
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Citations: View citations in EconPapers (1)

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DOI: 10.1007/s12122-016-9238-z

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