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Introduction  The research was based on the study of anxiety and its relationship with academic performance in 163 Psychology students through the revision of the grades registered in the Academic Management System.  Objective to assess the effect of anxiety and stress on academic performance.  Materials and methods the application of the Hamilton anxiety scale and a survey that allowed to identify factors of the classroom climate, is of descriptive type, of qualitative-quantitative, correlational and statistical approach.  Results denote a significant relationship between the variables, according to the Pearson coefficient p = 0.777 with a level of bilateral significance less than 0.05.  Discussion Anxiety is perceived in all students with good academic performance, but no clear evidence is established that demonstrates that anxiety affects academic success or failure.  Conclusions The classroom climate was rated as very good and does not interfere with student performance. These data allow the emergence of new research that clarifies what other factors interfere with academic performance.

The anxiety and the relation in the academic performance of the students of the career of Psychology of the Technical University of Manabí