Exam Anxiety Research Articles

Solution-Focused Brief Counseling: An Effective Strategy for Reducing Anxiety During School Exams

This study explores the effectiveness of brief solution-focused counseling (SFBC) in reducing exam anxiety in students. Exam anxiety is one of the factors that can interfere with students' mental health and academic performance. SFBC, as a solution- and outcome-oriented approach, relies on students' internal and external resources and has been proven effective in the school context. Through techniques such as problem-free talk, magic questions, scaling questions, exclusion questions, marking minefields, and formulaic first session tasks, this study aims to identify strategies that can reduce students' exam anxiety. The method used is Systematic Literature Review (SLR) to determine the effectiveness of using SFBC in reducing students' exam anxiety. The results showed that SFBC is effective in reducing students' exam anxiety by emphasizing the development of counseling strengths and resources. The conclusion of this study is that SFBC is an efficient and effective therapeutic approach to help reduce student exam anxiety.

We Can Help! A School-Based Intervention: The outcomes of multifaced academic self-efficacy intervention among Turkish high school students

In this research, an intervention programme was applied to increase students’ academic and university exam self-efficacy and decrease exam anxiety. Further, the relationship between self-efficacy beliefs, exam anxiety and sense of school belongingness (SSB) was investigated. For this purpose, high-school students (N = 129) completed an 11-weeks intervention programme applied and a questionnaire including demographic information (gender, socio-economic level), academic and university exam self-efficacy, exam anxiety, and SBC was distributed before and after the intervention. The results revealed that while students’ academic and university exam self-efficacy significantly increased, their exam anxiety significantly decreased after the intervention. Further, SSB and exam anxiety found to be predictors of self-efficacy beliefs. Limitations are discussed, and suggestions for future research were offered.

Qualitative Study of Anxiety Facing Block Examinations Among Medical Students at Faculty of Medicine, Universitas Ahmad Dahlan

Background: Medical students face examinations more frequently compared to students from other faculties. Examinations are one of the causes of anxiety commonly experienced by medical students, leading to both physical and psychological responses. Effective coping mechanisms in response to stressors are necessary for medical students as a defense mechanism. Objective: This research aims to explore the causes of exam anxiety, the contributing factors to anxiety and the coping mechanism used by medical students. Methods: The research adopts a qualitative descriptive design, the sample consist of active medical students from Faculty of Medicine, Ahmad Dahlan University who have faced block examinations. Sample selection was done using a test- anxiety inventory, with participants chosen from each academic year and divided into focus group discussion (FGD) sessions. The FGD results were subsequently analyzed using content analysis in the form of research problem categories. Results: The discovered data consists of the main research issues, which are student’s anxiety when facing block exams, the factors causing anxiety, and student’s coping mechanisms. Conclusion: The high anxiety group portrays block exams as a subjective matter and tends to lead to anxiety, students in low anxiety group predominantly utilize problem-focused coping mechanism.

COVID-19, DEPRESSİON AND ANXİETY: A STUDY AMONG ADOLOSCENTES

Our aim in this study was to compare the anxiety students who were studying for national exams and who were not studying for these exams. In addition, it was evaluated whether the exam anxiety of patients who had Covid and those who did not have Covid increased during this period. Materials and Methods: The study was conducted in 2022. A total of 100 students were included to our study. Group 1: COVID-19 positive group, group 2: COVID-19 negative control group. School score, BAI and BDI scores were evaluated. Results: No significant demographic differences were found between COVID-19-positive and control groups in age, gender, or socio-economic status (p>0.05). The COVID-19 group exhibited higher anxiety levels with a mean BAI score of 24.7±11.4 compared to the control's 15.5±8.80 (p<0.001). Their academic performance was also lower (mean school score: 66.2±20.8) than controls (79.3±18.65, p=0.001). Negative correlations between BAI (r=-0.335, p<0.001) and BDI (r=-0.223, p=0.026) with school scores suggest that higher anxiety and depression are associated with poorer academic outcomes. Conclusions: Our study highlights the significant impact of exam stress and COVID-19 on students' anxiety levels and academic performance.

The High Five Model as a predictor of academic performance over conventional psychological predictors in university students.

The High Five Model (HFM) categorizes five positive human characteristics-erudition, peace, joviality, honesty, and tenacity-utilizing an inductive psycholexic approach. This study examines the predictive power of HFM on academic performance among university students, hypothesizing that it surpasses conventional predictors such as academic motivation, exam anxiety, and academic procrastination. A non-experimental cross-sectional correlational design was implemented using a non-probabilistic convenience sample of 1,007 Ecuadorian university students (403 females). Self-reported measures of the "high factors," academic motivation, exam anxiety, and academic procrastination were collected. Linear regression analysis was utilized to evaluate the predictive capacity of the HFM on academic performance. The analysis revealed that the high factors of the HFM significantly predict academic performance, demonstrating a stronger predictive ability than traditional psychological predictors. The findings suggest that incorporating the HFM into academic settings could enhance understanding and prediction of student performance. This could potentially inform targeted interventions that leverage these high factors, thereby fostering better academic outcomes. Further research could explore the integration of the HFM with other educational strategies and its applicability across diverse educational contexts.

Neuroenhancement and mental health in students from four faculties - a cross-sectional questionnaire study.

Students face great challenges at the beginning of and during their studies. Competitive experience, exam anxiety, and especially the new performance requirements often cause test anxiety and stressful experiences. The extent of substance use in terms of neuroenhancement (NE) is unclear. Evidence shows associations between NE, increased stress levels, and mental health. We aim to determine the prevalence of NE and alcohol and tobacco use among college students. We also investigate the associations between NE and ADHD, anxiety, depression, and stress experience. In spring 2021, an anonymous online cross-sectional survey was conducted among students of medicine, dentistry, business economics, and business informatics in Würzburg. The survey included the instruments ASRS (ADHD), PSS-10 (stress), PHQ-4 (depression and anxiety), and AUDIT-C (alcohol comsumption), as well as questions about consumption patterns, prior knowledge, and reasons for NE. Of the 5564 students who were invited to participate, 1010 completed the questionnaire (18.2%). Of these, 12.4% indicated NE for the studied period. NE was used in particular during preparations for exams, to enhance performance, and/or to regulate emotions, most commonly through caffeine tablets, cannabis, and methylphenidate. NE was associated with risky use of alcohol or tobacco, and to a lesser extent with ADHD symptoms and stress experience.Conclusions: Students are at risk of substance abuse and NE. Effective stress management and prevention approaches as well as low-threshold services are needed to identify and support students with risk profiles.

The Relationship Between Exam Anxiety and Risky Behaviors in Late Adolescents: A Descriptive Study

The Relationship Between Exam Anxiety and Risky Behaviors in Late Adolescents: A Descriptive Study

Predicting Delay in Academic Satisfaction Among Students Based on Implicit Intelligence Beliefs and Motivational Beliefs

The purpose of the present study was to predict the delay in academic satisfaction among students based on implicit intelligence beliefs and motivational beliefs. The research method was descriptive-correlational. The population of this study included all male middle school students in Khomeini Shahr, Esfahan, who were enrolled in the 2021-2022 academic year. Using a multi-stage cluster sampling method, 302 students were selected as the research sample. The research instruments included the Babaei Implicit Intelligence Beliefs Questionnaire (1998), the Pintrich et al. Motivational Strategies Questionnaire (1991), and the Academic Satisfaction Delay Questionnaire. Pearson correlation and stepwise multiple regression analysis were used for data analysis. The results indicated that regarding motivational beliefs, the best predictors of delay in academic satisfaction among students were, in order, intrinsic valuation, cognitive strategies, and exam anxiety; and regarding implicit intelligence beliefs, the best predictor was the incremental view of intelligence. Based on the findings, it can be said that students' implicit intelligence beliefs and motivational beliefs can predict their tendency towards delay in academic satisfaction.

Exam Anxiety and Situational Motivation Levels of Middle School Students for Physical Education Lesson

Bu çalışmanın amacı, ortaokul öğrencilerinin beden eğitimi dersine yönelik sınav kaygıları ile durumsal güdülenme düzeyleri arasındaki ilişkinin incelenmesidir. Çalışmada ilişkisel tarama modelinde gerçekleştirilmiş olup, çalışmaya 624 (324 kız, 300 erkek) ortaokul öğrencisi katılmıştır. Bu çalışmada veri toplama araçları olarak, ‘Kişisel Bilgi Formu’, ‘Beden Eğitiminde Durumsal Güdülenme Ölçeği’ ve ‘Beden Eğitimi Dersi Sınav Kaygısı Ölçeği’ kullanılmıştır. Verilerin analizinde betimsel istatistikler, Bağımsız Gruplar t-Testi ve Pearson Momentler Korelasyon Analizi ve Tek Yönlü Varyans Analizi (ANOVA) uygulanmıştır. Korelasyon analizi sonucuna göre, beden eğitimi dersi sınav kaygısı ölçeği alt boyutları ile durumsal güdülenme ölçeği alt boyutları arasında anlamlı ilişki bulunmuştur. T-testi sonuçlarına göre beden eğitimi dersi sınav kaygısı ölçek alt boyutları ve durumsal güdülenme ölçeği alt boyutları puanlarının cinsiyete göre farklılaştığı görülmüştür. Ayrıca Anova analiz sonucunda ise, beden eğitimi dersi sınav kaygısı ölçeği alt boyutlarında ve durumsal güdülenme ölçeği alt boyutlarının da sınıflar arasında anlamlı farklılık tespit edilmiştir. Sonuç olarak, bulgulara göre sınav kaygısı ve durumsal güdülenme ölçekleri arasında negatif yönlü zayıf bir ilişki olduğunu göstermiştir. Ayrıca, erkek öğrencilerin derse güdülenmelerinin kız öğrencilerden daha yüksek, hissettikleri sınav kaygısının ise kızlardan daha düşük olduğunu söyleyebiliriz. 6.sınıfların diğer sınıflardan daha fazla sınav kaygısı duydukları, 5.sınıfların ise 6, 7 ve 8.sınıflardan daha fazla derse güdülendikleri görülmüştür.

Evaluation of The Effect of Kahoot Exam Method on Exam Anxiety in Faculty of Health Sciences Students

Sınava giren öğrencilerin başarılarını etkileyen durumlardan biri sınav kaygısıdır. Bu sorunu ortadan kaldırmak amacıyla birçok çalışma yapılmış; özellikle de son dönemlerde teknolojinin etkisi araştırılmıştır. Ancak net bir sonuca ulaşılamamıştır. Bu nedenle araştırmada, teknoloji içerikli Kahoot ve klasik sınav yöntemlerinin, sınav kaygısı üzerinde herhangi bir farklılık oluşturup oluşturmadığını ortaya koymak amaçlanmıştır. 
 Çalışma karşılaştırmalı, deneysel bir çalışma olup ön-son test yöntemi uygulanmıştır. Araştırmanın örneklemini, Fenerbahçe Üniversitesi Sağlık Bilimleri Fakültesi’nde ortak ders alan 1. sınıfta eğitim gören 78 öğrenci oluşturmuştur. Yaş ortalamaları 20,12 ± 1.62 olan 18-31 yaş arasındaki öğrenciler rastgele sayılar tablosu kullanılarak iki gruba (Kahoot Grubu - KG; n: 38 / Klasik Sınav Grubu - KSG; n: 40) ayrılmıştır. Her iki gruba da 20 sorudan oluşan 30 dakikalık bir sınav uygulanmıştır. Sınav öncesi verilerin elde edilmesinde öğrenci bilgi formu ve sınav kaygısı ölçeği kullanılmıştır. Ön-son test yönteminin kullanıldığı çalışmada, sınav sonrası ölçekler yinelenmiştir ve sınavın öğrenciler üzerinde yarattığı kaygı düzeyleri belirlenmiştir. Araştırmanın sonuçlarına göre, her iki grup arasında da hem akademik başarı hem de sınav kaygısı açısından anlamlı bir farklılık bulunmamıştır. İki grup arasında bir farklılık olmamasına karşın; kullanımı kolay, eğlenceli ve motive edici özelliğinden dolayı Kahoot uygulaması öğrencilerin eğitim ve değerlendirme sürecinde önerilebilir. Ayrıca sınav sonuçlarının kısa sürede raporlanmasının akademisyenler için önemli bir avantaj sağlayacağına inanıyoruz.

Psychological analysis of risk factors and protective factors under exam stress

The purpose of this paper is to identify protective factors for students' anxiety management under exam stress. Students experience a range of negative emotions in addition to exam anxiety throughout university exams including stress, fear of knowledge assessments and fear of low performance. However, students ‘exam preparation and passing can be changed by identifying protective factors for exam stress coping while focusing less on reducing risk factors. Possible protective factors for exam anxiety coping in the present study were resilience, self-efficacy, stress tolerance, overall life satisfaction and coping behavior. In general, our assumption was confirmed that stress tolerance, proactive coping behavior, overall life satisfaction and resilience are the most important factors in overcoming exam fear. Self-efficacy as a latent factor that has a significant impact on overcoming exam fear was not identified. The study validated that stress tolerance, proactive coping, life satisfaction and resilience are pivotal in conquering exam-related fear. However, self-efficacy did not emerge as a significant factor.

Prevalence of test anxiety and their related coping strategies in medical students – A cross-sectional study

Abstract Introduction: Exam anxiety is characterized by a combination of bodily symptoms, such as overarousal, tension, and somatic symptoms; mental symptoms, such as concern, dread, and fear of failing; and physical symptoms, similar to catastrophizing. According to recent research, test anxiety affects anywhere between 25% and 40% of students. Self-distraction, denial, substance use, behavioral disengagement, emotional support, venting, humor, acceptance, self-blame, religion, active coping, the use of instrumental support, positive reframing, and planning have all been claimed to be successful coping mechanisms. Aim and Objectives: This study aimed to assess the test anxiety levels and related coping strategies in medical students. Materials and Methods: A total of 106 medical students of a tertiary care teaching hospital were included between September 2022 and January 2023. The students who consented to participate in the study were asked to complete the self-administered questionnaire consisting of parts on sociodemographic profile, Westside Test Anxiety Scale, and Brief Coping Orientation to Problems Experienced Scale. Results: Males had 38.1%, 35.7%, and 26.7% of average, moderate, and high levels of test anxiety and females reported of 43.8%, 34.4%, and 21.9%, respectively. Conclusion: Academic factors are greater perceived cause of anxiety in medical students. Interventions must be developed and implemented to target particular stressors to reduce the burden and anxiety on students from the 1st year itself. Early screening and interventions of test anxiety among medical students were warranted.

Dental students' perceptions of simultaneous live and online OSCEs during the COVID-19 pandemic.

The Objective Structured Clinical Examination (OSCE) is a valid, reliable and reproducible assessment method traditionally carried out as a live examination but recently also provided online. The aim was to compare any differences in the perceptions of dental students participating in online and live OSCE using mixed methods. All Finnish fourth-year undergraduate dental students (n = 172) attended the exam in April 2021. Due to the COVID-19 pandemic, the official administrative restrictions in teaching in universities still existed in April 2021. By the time of the national OSCE, the pandemic situation varied in different parts of the country. Therefore, two of the universities conducted a live OSCE and two an online version of the OSCE. Data were collected after the OSCE using a voluntary anonymous electronic questionnaire with multiple-choice and open-ended questions (response rate 58%). Differences between the OSCE versions were analysed using the Mann-Whitney U test and open answers with qualitative content analysis. The students considered both types of OSCE good in general. The main differences were found concerned adequate time allocation and overall technical implementation, in favour of the live OSCE. While a qualitative analysis revealed exam anxiety as the most often mentioned negative issue, overall, comments were positive. Variation in the assessments between different question entities seemed to be wider than between the implemented OSCE versions. Time management in the OSCE should be further developed by managing the assignment of tasks.

Online exams in higher education: Exploring distance learning students' acceptance and satisfaction

AbstractBackgroundResearch into online exams in higher education has grown significantly, especially as they became common practice during the COVID‐19 pandemic. However, previous studies focused on understanding individual factors that relate to students' dispositions towards online exams in ‘traditional’ universities. Moreover, there is little knowledge on university distance learning students' experience of transitioning from in‐person to online exams.ObjectivesThis study investigates the acceptance and satisfaction of university distance learning students in their transitioning from in‐person to online exams, through multiple factors.MethodsWe employed a mixed‐methods study to understand the relationship between assessment and online exam factors (e.g., revision and online exam satisfaction, assessment competencies, invigilation acceptance, exam anxiety and workspace satisfaction). Cluster analysis and interview data contributed to our understanding of students who are ‘strongly positive’ and ‘less positive’ towards online exams.Results and ConclusionsOur findings highlight the overall importance of increasing student confidence by building their assessment competencies throughout their studies and familiarising them early with the technologies and formats to be used in the actual exam. We also shed light on particular student characteristics that relate to reduced online exam acceptance, such as students with disabilities, caring responsibilities and mental health issues, or students who lack access to the necessary technology.ImplicationsThe findings and recommendations of this research contribute to the wider agenda of designing fair and trustworthy online assessment, including exams, for the future.

Innovative vocal teaching practice on alleviating learning anxiety among college students

BackgroundCurrently, students with relatively weak vocal learning foundations generally suffer from learning anxiety disorders. Anxiety disorder is a psychological feeling of excessive worry, and college students’ learning anxiety often leads to uncontrollable worries such as nervousness, panic, and feeling threatened. This learning anxiety will make students increasingly reject learning, thereby affecting learning efficiency.Subjects and MethodsThe study explored three perspectives: establishing a friendly and interactive teacher-student relationship, optimizing the model of vocal music teaching courses in universities, and carrying out innovative course practices. The effectiveness of innovative practice in vocal music teaching courses in universities was tested and verified using the Sarason Exam Anxiety Scale. The experiment used 120 college students from two classes to be divided into a control group and an intervention group. The intervention group learned according to the innovative practice of vocal music teaching courses in universities, while the control group still learned according to the original learning model.ResultsThe experimental results show that there is a significant difference in anxiety results between the control group and the intervention group before and after the course implementation. The learning anxiety of students in the control group and intervention group before the innovation practice course experiment was 40.5% and 40.4%, respectively. After innovative practice, the learning anxiety of the two groups of students was 40.8% and 31.5%, respectively.ConclusionsThe innovative practice of vocal music teaching courses in universities can effectively alleviate the learning anxiety of college students.

Optimization of bubble sheet shading using an infrared technology based pen

Almost everyone feels nervous or at least experiences some levels of anxiety in exams or quizzes. Nowadays people find all exams turns to multiple choice questions as it is more useful to ensure students’ understanding. Shading the bubble sheet is a big problem for most students because it takes long time, accordingly this will affect the anxiety's level of students. In addition, Optical Mark Recognition (OMR) systems appear to make exams’ marking faster and easier, leading to save the professors effort. This paper discusses a solution for the problem of feeling anxious and the wasted time in answering and marking exams by designing a unique pen. Additionally, it regards the need of making use of exam time by changing the used pen tip diameter. This gives the ability of shading in one pen press. Also, an alarm electronic circuit is added to avoid any mistakes in shading. Besides, an erasing mechanism is performed to make it easier if the student decides to change his answer. Consequently, bubble sheet exams will be easy for both students and professors. As a result, the proposed pen is time efficient as it gives approximately 70 % efficiency over the ordinary pen.

Frequency of Anxiety During Exam / Assessments among Medical Students

Background: The phenomenon of severe anxiety and self-doubt experienced by individuals prior to taking exams or assessments can significantly impair their performance, potentially leading to poor outcomes. Research on the prevalence and contributing factors of assessment-related anxiety among medical students in Pakistan is scarce. Objective: The aim of this study was to ascertain the prevalence of exam-related anxiety among medical students and identify its associated factors. Study Design: Cross sectional study. Settings: Allama Iqbal Medical College/ Jinnah Hospital Lahore Pakistan. Duration: Six months from 09-12-2022 to 09- 06-2023. Methods: After approval of the study proposal and attaining the informed consent of the medical students, they were explained the purpose of study. After inclusion, all the students were asked questions as per PHCC test anxiety questionnaire to determine presence as well as healthy or unhealthy nature of stress. All these students with anxiety were assessed for factors related to this stress including female gender, 1st year of medical college, oral exam, poor time management skills and pre-existing psychological distress. All data was collected in a self- made pro forma. Results: Total of 135 students, mean age was 23.30±2.48 years. Frequency of anxiety was 51.1% (n=69). Frequency of female gender factors in students with anxiety versus without anxiety was 52.3%% (n=56) versus 47.7% (n=51), 1st year in medical college 87.9% (n=58) versus 12.1% (n=8), oral exam 79.7% (n=59) versus 20.3% (n=15), poor time management skills 95.6% (n=43) versus 4.4% (n=2) and pre-existing psychological distress was 92.3% (n=24) versus 7.7% (n=2). Conclusion: The results indicate that a considerable proportion of medical students experience significant exam anxiety, with 51.1% affected. The study further revealed a notable correlation between anxiety and factors such as being in the first year of medical college, facing oral exams, inadequate time management skills, and pre-existing psychological distress. Given its prevalence, the issue of problematic exam anxiety among medical students warrants increased attention.

Exam anxiety of the adolescents in Turkey: association between quality of life and sleep quality

ABSTRACT Exam anxiety can affect the sleep quality of adolescents, and insomnia can further increase anxiety in adolescents. In the study, a descriptive and relational research was performed with the aim of investigating the correlation between exam anxiety levels with sleep and quality of life among adolescents. The study included 303 students attending high schools located in a province in Turkey. The data were collected using ‘Personal Information Form’ and the ‘Exam Anxiety Inventory’ (EAI), ‘Pittsburgh Sleep Quality Index’ (PSQI), and ‘Quality of Life for Children Scale’ (KINDL). During the analysis of data; descriptive statistical methods, Pearson correlation, and linear regression analysis were used. There was a positive weak correlation between the PSQI total points with EAI-total test points (r = 0.349; p = 0.000), and a negative and very weak correlation between KINDL total points with EAI-total test points (r=-0.195; p = 0.001) for adolescents. According to regression analysis, the exam anxiety of adolescents was identified to be a significant determinant of sleep quality and quality of life (p < 0.05). As a result of our research, it appears that exam anxiety among adolescents negatively affects sleep quality and quality of life. For this reason, it is recommended to perform screening, assessment and intervention studies to determine and reduce the exam anxiety of adolescents in the early period.

Relationship Between Test Anxiety and Personality Traits Among College Students

Test anxiety is a psychological problem, which is commonly prevail among students. Test anxiety can decrease students’ academic performance. The current study was aimed to explore the relationship of test anxiety and personality traits among college students and their academic performance. As the research was quantitative, the survey design study was employed. The sample of the study consists of 70 female college students and 70 male college students to address the study variables, as of total sample was 140. Sample carefully chosen through the simple random sampling technique. To measure the test anxiety through anxiety scale of Fried Ben (Friedman et al., 1997) was utilized, which have 23 items and to measure the traits of personality Big five scale was used, which consists of 25 items with features of self-report (Howard et al., 1996). Data were collected through personal visit the colleges. Data were analyzed through descriptive and inferential statistics. Results of the study shows that female students had higher test anxiety than male students, and student’s personality likewise have significant test anxiety. Students' personalities and exam anxiety are favorably associated to negative emotionality and negatively related to openness to experience, agreeableness, and conscientiousness variables. According to the conclusions of this study, female students had higher test anxiety than male students, and student’s personality likewise have significant test anxiety. Study recommended that academic institutions must develop personality development program with a focus on reducing test anxiety among college students.

The McMaster Internal Medicine Royal College Review Course: Descriptions of a Novel Program and a Survey of Participants

Background Certification exams are the final hurdle residents overcome to complete training. Despite their high-stakes nature there are few dedicated preparation resources. In response, we created the McMaster Internal Medicine Royal College Review Course and administered a survey to participants to assess the design of the course and its perceived value. Methods The course was offered as three-hour lectures hosted every one to two weeks for a total of 15 sessions. Each session was dedicated to a specific subspecialty. Following completion of the exam, we distributed a survey to participating residents. Three iterations of this course were studied between 2018-2021. Results 112/139 residents completed the survey. 92.8% of participants found the course valuable and 70.6% felt it helped to reduce exam anxiety. Most participants (78.6%) engaged with the course during the presentations and used the resources for review during independent study. Conclusion This review course presents a valuable exam preparation resource for residents. This survey demonstrated a desire for the course to continue and may present an opportunity for other residency programs to offer similar courses.