This systematic review examined how anxiety symptoms and anxiety disorders relate to academic achievement, school dropout, and academic self-concept. Studies with children or adult samples were included in seven meta-analyses (ks for number of samples ranged from 5 to 156; N’s for participants ranged from 780 to 37, 203). Results revealed significant but very small effect sizes for the relations between anxiety and overall academic achievement (r = −.06), language achievement (r = −.07), and math achievement (r = −.09), and a nonsignificant effect size for science achievement (r = −.01). Participants with greater anxiety were also significantly more likely to not complete high school (r = .11). They also had a poorer overall academic self-concept (r = −.25) and mathematics self-concept (r = −.30). Few methodological moderators (e.g., study design, age) were significant. Results show that anxiety does not strongly hinder academic achievement, but it is an important correlate of dropout and academic self-concept, which in turn could contribute to poorer life outcomes. Interventions and preventive programs need to consider ways to ameliorate the relations of anxiety with academic outcomes, especially school continuation and academic self-concept. Future studies should identify risk factors that may amplify these relations.

这项系统综述研究了焦虑症状和焦虑障碍与学业成绩、辍学和学业自我概念的关系。七项荟萃分析中纳入了针对儿童或成人样本的研究（ks 代表样本数量，范围为 5 至 156；N 代表参与者范围为 780 至 37, 203）。结果显示，焦虑与整体学业成绩 ( r = -.06)、语言成绩 ( r = -.07) 和数学成绩 ( r = -.09) 之间的关系具有显着但非常小的影响，并且影响不显着科学成就的大小 ( r = −.01)。焦虑程度较高的参与者也更有可能无法完成高中学业 ( r = .11)。他们的整体学术自我概念（ r = -.25）和数学自我概念（r = -.30）也较差。很少有方法论调节因素（例如研究设计、年龄）具有显着性。结果表明，焦虑并不会严重阻碍学业成就，但它是辍学和学业自我概念的重要相关因素，而这反过来又可能导致较差的生活结果。干预和预防计划需要考虑改善焦虑与学业成绩之间关系的方法，特别是学校继续教育和学业自我概念。未来的研究应该确定可能放大这些关系的风险因素。