Anxiety Sensitivity and Academic Performance During Transition to College Period: Mediating Roles of Physical Activity and Perceived Social Support

Post-secondary education is strongly associated with higher income, better quality of life, greater happiness, and a lower risk of poverty. It also contributes to the economic growth of societies. Despite these benefits, navigating post-secondary education can be challenging. The transition to college is a critical developmental period, as young adults experience rapid brain development while also leaving home and beginning to live more independently. Given the challenges associated with the transition to college, it is important to understand the risk and protective factors that influence university students’ academic performance. Although previous research has identified many contributors to academic performance, one factor that has received relatively little attention is anxiety sensitivity (AS). Past research has found an association between AS and academic performance; however, this relationship is not yet fully understood. AS is defined as the fear of anxiety-related physical sensations arising from the belief that these symptoms may have harmful physical, psychological, or social consequences. However, the underlying link between AS and academic performance remains unexplored. We aimed to examine whether this relationship is explained by social support and physical activity, as both of these factors are associated with AS and academic performance in literature.