ANXIETY

This study investigated the prevalence, types, and impact of anxiety on academic performance and wellbeing among undergraduate students at the University of Benin, Ugbowo Campus, Benin City, Nigeria. Anxiety, characterized by excessive worry, fear, physiological arousal, and cognitive interference, has become a pervasive mental health challenge among university students globally and in Nigeria, exacerbated by academic pressures, economic hardships, infrastructural deficits, erratic academic calendars, and socio-cultural factors. The study was guided by four specific objectives: (1) to determine the prevalence of anxiety and its relationship with academic performance; (2) to identify the prevalent types of anxiety; (3) to examine the relationship between anxiety and Cumulative Grade Point Average (CGPA); and (4) to explore the effects of anxiety on students’ overall wellbeing. It adopted an ethnographic research design with survey elements, underpinned by Power-Control Theory and Cognitive Interference Theory. A sample of 120 full-time undergraduate students was selected through multi-stage sampling techniques (random selection of faculties and departments, followed by stratified sampling by level of study and gender). Data were collected using a semi-structured questionnaire administered face-to-face and analyzed with descriptive statistics (frequencies, percentages, means, and tables) using SPSS. The findings revealed a high and escalating prevalence of anxiety among undergraduates, with levels significantly higher than at entry into the university. Test/examination anxiety was the most dominant type, followed by general worry, career/future anxiety, and financial worries. Anxiety was perceived to substantially impair concentration, study habits, class attendance, and CGPA, although moderate anxiety was noted by some as potentially facilitative. On wellbeing, anxiety was associated with poor sleep, physical symptoms, emotional exhaustion, social withdrawal, and strained relationships. Students predominantly relied on informal coping strategies such as prayer and peer support, with low awareness and utilization of formal university mental health services. The study concludes that anxiety constitutes a significant barrier to academic success and holistic student development at the University of Benin. It recommends the strengthening of institutional counselling services, integration of mental health education into academic programs, policy reforms to reduce academic stress, and broader governmental support for student mental health. These interventions are essential for improving academic performance, retention, and the overall quality of higher education in Nigeria. Keywords: Anxiety, academic performance, CGPA, undergraduate students, University of Benin, mental health, wellbeing, test anxiety.

Anxiety, manifesting through emotional, cognitive, and physical symptoms, is primarily triggered by factors like fear of the results, procedural demands (such as having to lie still), and environmental stressors (loud noises). The framework proposed that these triggers can be counteracted by a comprehensive patient centered radiology (PCR) approach, which includes Effective Communication (like the AIDET framework), Patient Education, ensuring Physical Comfort, and Redesigning Radiology Processes to manage waiting times. Using an analytical cross-sectional design involving 113 MRI patients, the findings confirmed that anxiety is highly prevalent, with 68.1% of patients reporting distress upon learning they needed the scan. The most potent anxiety triggers identified were worry about scan results (82.3%), fear of lying still (74.4%), and anxiety over loud noises (66.4%). Crucially, the study uncovered significant deficits in the delivery of patient-centered care: nearly 40% of patients felt the procedure was not clearly explained, and over 43% reported insufficient emotional support. This lack of structured PCR directly impacted the patient experience, leading to only moderate overall satisfaction. The study concluded that while technical quality may be high, the absence of systematic, human-centric protocols intensifies anxiety. It strongly recommends that MRI facilities implement and enforce structured communication tools and integrate emotional support and efficient wait-time management to reduce patient anxiety, enhance compliance, and ultimately improve the quality of diagnostic imaging

Anxiety stress, characterized by an imbalance between reactive oxygen species and antioxidant defenses, is a well-established pathophysiological factor implicated in the development and progression of anxiety disorders. The brain is particularly vulnerable to oxidative due to its high oxygen consumption and lipid rich content. Watermelon juice (Citrullus lanatus) is rich in antioxidants like Lycopene and L-Citrulline, offering a potential natural intervention. This study investigated the effects of watermelon juice on anxiety-related behavior in oxidative- stressed Sprague Dawley rats. Fifty-four rats were divided into four groups: a control, an oxidative stress-induced group, a group treated with Vitamin C, and a group receiving watermelon juice intervention. Oxidative stress was induced with phenyl hydrazine. Anxiety-like behavior was assessed using the Elevated Plus Maze (EPM). The results indicate that watermelon juice supplementation significantly reduced anxiety-like behaviors, demonstrating its potential as a functional dietary intervention for mitigating the effects of oxidative stress. Data were analyzed using Grad Pad Prism version 10, and results were expressed as mean ± standard error of mean (SEM), with p≤ 0.05 considered significant. The results showed that watermelon juice reduced anxiety performance and reduced oxidative stress levels compared to the untreated induced rats.

Hysterosalpingography (HSG) is a relatively simple, safe, and minimally invasive radiological examination used to visualize the uterine cavity and fallopian tubes through the introduction of a contrast medium. Beyond its diagnostic value, HSG also offers therapeutic benefits in the assessment and management planning of infertility. This randomized controlled trial was conducted to determine how pre-procedure education and counseling influence pain perception and anxiety levels among women undergoing HSG. A total of sixty-nine (69) women were selected using a purposive sampling method to ensure appropriate representation of individuals scheduled for the procedure. Data collection involved a structured questionnaire, the Visual Analog Scale (VAS) for assessing pain intensity, and the State-Trait Anxiety Inventory (STAI) for evaluating anxiety before, during, and after the examination. All collected data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 26.0. Socio-demographic analysis showed that 25 participants (36.2%) were between 20–29 years, 24 (34.8%) were aged 30–39 years, and 20 (29.0%) fell within 40–49 years. Regarding educational attainment, 44 respondents (63.8%) had university or postgraduate qualifications, whereas 25 (36.2%) had only primary or secondary school education. The majority, 53 women (76.8%), were married. Of the
participants, 35 (50.7%) were assigned to the intervention group and received comprehensive information about the HSG procedure, while 34 (49.3%) formed the control group and did not receive such guidance. Within the intervention group, 32 women (91.4%) reported that the education and counseling were extremely beneficial, while the remaining 3 (8.6%) found them moderately helpful. Pain assessment revealed that in the control group, 58.8% experienced moderate pain and 41.2% reported severe pain. Conversely, among the intervention group, 82.9% reported only mild pain and 17.1% experienced moderate pain. Anxiety levels followed a similar pattern: 67.7% of the control group exhibited high anxiety, whereas 88.6% of the intervention group reported minimal anxiety. Hypothesis testing indicated that all comparisons between the control and intervention groups yielded p-values less than 0.05, signifying statistically significant differences. Therefore, the null hypothesis was rejected, and the alternative hypothesis was accepted.

Visual disorders have a profound impact on the overall well-being of individuals, often extending beyond physical impairments to include psychological and emotional challenges. This research assessed the prevalence and levels of depression, anxiety and
stress among persons with visual disorders within the University of Benin community. This study employed the use of a structured questionnaire as well as the Depression, Anxiety and Stress Scale (DASS-21) self-report questionnaire. The results of the study showed that the prevalence of depression was 61.0% with majority (28.2%) of the respondents having moderate depression levels. Length of time of managing their ocular condition was statistically significant with p=0.021. The prevalence of anxiety among respondents was 73.75% with majority (34.5%) of the respondents having moderate anxiety levels. Length of time of managing their ocular condition was statistically significant with p=0.038. While the p (12.5%) of the respondents having mild stress levels. Age, Level of education and Length of time of managing their ocular condition were all statistically significant with p=0.058. 0,020 and 0.047 respectively. Refractive errors accounted for majority (65.8%) of the visual disorders found within this region and thus the most frequently experienced. This research serves as proof that emphasizes the importance of addressing the mental health needs of individuals with visual disorders and, subsequently, to inform thedevelopment of strategies for early detection, intervention and support.

This research work seeks to examine the assessment of depression and anxiety among the University of Benin students, using the Faculty of Social Sciences. The study made use of a questionnaire to obtain data from respondents. Five objectives were set for the study. The study found that there was no difference between male and female students based on depression and anxiety. The results of the analysis conducted revealed that there was no significant difference between younger students and older students based on depression and anxiety. The results of this study also show that course levels did not significantly predict depression and anxiety. However, the findings suggest that students who use substances reported significantly higher levels of depression and anxiety than those who do not use substances. Lastly, students with a family history of psychiatric illness reported significantly higher depression and anxiety than students with no family history of psychiatric illness. The study made recommendations that were directed toward university administrators, mental health professionals, policymakers, and students, aiming to address the underlying factors contributing to mental health challenges in the university population.