Résumé:
This current study seeks to examine students’ attitudes towards the effect of fear and anxiety on
their academic achievement following Ian Robertson research. To fulfill this aim, the research
adapts a quantitative descriptive method to gather the needed data. The questionnaire was
targeted the third year license English students (N=134), at the Department of English,
University of 08 Mai 1945, Guelma. The collected data reject the main hypothesis, which
assumes that students have positive attitudes towards the effect of fear and anxiety on their
academic achievement. The analysis of the findings provided a group of proof that affirms that
fear and anxiety as serious problems have a great effect on students' academic achievement that
prevents them from getting good marks and achieving high degrees in tests. The results revealed
that majority of the students agreed about their disability to reduce these emotions throughout
their learning process because of internal and external factors. Consequently, decrease their
academic achievement. To conclude this study, some recommendations are proposed for both
students and teachers to promote their consciousness regarding the seriousness of this issue
through the use of various strategies as well as, students should aim to improve self-efficacy
and effective coping strategies in their management of the ways fear and anxiety manifest and
goal setting
