Test Anxiety Research Articles

Mediating Role of Test Anxiety in Association Between Imposter Phenomenon and Perfectionism among High-Achieving Students

numerous stressors, such as test anxiety, imposter phenomenon, and perfectionism. The association between the imposter phenomenon and perfectionism is well-studied, but test anxiety as a mediator of this association is not examined. The present study aimed to explore the mediating role of test anxiety on the imposter phenomenon and perfectionism among Pakistani high-achieving students. Additionally, we investigated gender and grade differences for junior and senior high school students. In the present cross-sectional survey study, participants ( n = 250) aged 15–18 years responded to the Clance Imposter Phenomenon Scale, Frost Multidimensional Perfectionism Scale, and Westside Test Anxiety Scale. Findings showed that perfectionism increased by 39% with a one-unit increase in the imposter phenomenon. Test anxiety was a significant positive mediator of the association between imposter phenomenon and perfectionism. T-test showed girls had higher scores on the imposter phenomenon and test anxiety than boys. One-way ANOVA revealed significant educational grade differences with small effect sizes, and junior high school students scored higher than senior high school students on study variables. About 44% and 48% of 250 participants reported having moderate and frequent imposter symptoms, respectively. Almost 36.5% of high-achievers had low test anxiety, and 50% of high-achievers had normal test anxiety. The study presents a discussion of the merits and demerits.

Interplay of language proficiency, gender, test anxiety, and cognitive strategies: The spectrum of guessing behaviors in multiple-choice assessments among Saudi EFL learners

Interplay of language proficiency, gender, test anxiety, and cognitive strategies: The spectrum of guessing behaviors in multiple-choice assessments among Saudi EFL learners

Using Technology-Supported Mindfulness Tools to Alleviate Test Anxiety in the Elementary Classroom

Using Technology-Supported Mindfulness Tools to Alleviate Test Anxiety in the Elementary Classroom

Bioscience Students in Physics Courses with Higher Test Anxiety Have Lower Grades on High-Stakes Assessments and Women Report More Test Anxiety than Men

Test anxiety is beginning to be recognized as a significant factor affecting student performance in science, technology, engineering, and mathematics (STEM) courses, potentially contributing to gender inequity within these fields. Additionally, the management of test anxiety can improve self-efficacy, which is a construct that has been well studied in the physics context. In this study, we investigated the relationship between self-efficacy, test anxiety, and gender differences in performance in a two-semester-long introductory physics course sequence for bioscience students in which women outnumber men. Using validated survey data and grade information from students in a two-semester introductory physics course sequence, we compared the predictive power of self-efficacy and test anxiety on female and male students’ performance on both low- and high-stakes assessments. We found that there were gender differences disadvantaging women in self-efficacy and test anxiety in both Physics 1 and Physics 2, as well as gender differences in high-stakes outcomes in Physics 1. There were no gender differences in low-stakes assessment scores. We also found that self-efficacy and test anxiety predicted high-stakes (but not low-stakes) assessment outcomes in both Physics 1 and Physics 2. Comparison of these findings with prior studies involving physical science and engineering students shows that although women outnumber men in physics courses for bioscience students and the career goals of bioscience students are very different from the earlier researched group, most of the negative trends hold even for this new population. Thus, these findings, in a new context involving bioscience students in physics courses, are very important because they reinforce the systemic nature of women being affected more adversely by anxiety in high-stakes assessments, which is a threat to creating equitable and inclusive learning environments. An important implication is that course instructors should carefully consider how high-stakes and low-stakes assessments are used to determine grades and how to create an overall equitable, inclusive, and low-anxiety learning environment.

Positive Effects of Two Interventions to Reduce Stress in Students of Different Courses of Study

Abstract: Background: Students report high levels of stress. Aim: Investigation of the effectiveness of cognitive-behavioral and meditation interventions to reduce stress in students of psychology and dentistry. Method: In longitudinal control group comparisons, 262 students were divided into five groups: cognitive-behavioral training (IGcogPsy: n = 59 psychology; IGcogDent: n = 41 dentistry), mindfulness-based meditation (IGmedPsy: n = 63 psychology), measurement controls (CGPsy: n = 57 psychology; CGDent: n = 42 dentistry). 126 psychology students (IGcogPsy: n = 43; IGmedPsy: n = 47; CGPsy: n = 36) took follow-up tests 6 months after training. Results: ANCOVAs with repeated measurement factor (interactions group/time t1 to t2; co-variates: terms studied, gender, the stress in addition to studies) and contrasts over pairwise differences (alpha-error accumulation correction applied) showed stronger improvements for all IGs compared to CGs in coping strategies, self-efficacy, and learning strategies. IGcogPsy also improved more in test anxiety, and IGcogDent in test anxiety, trait and state anxiety. IGcogPsy and IGmedPsy reduced stress symptoms. At follow-up (simultaneous ANCOVAs t1, t2, t3; contrasts), more favorable development in test anxiety and some learning strategies resulted in both IGcogPsy and IGmedPsy compared to CGPsy. Limitations: Controls received feedback on concentration development but no alternative intervention. Confounding by self-selection cannot be ruled out. Conclusion: Cognitive-behavioral intervention had comprehensive impacts on all areas under investigation for both psychology and dental students; meditation was effective primarily in areas not directly related to action. Both interventions evoked some long-term effects.

Comparison Of The Motivation Differences Between Script Teaching Mode And Traditional Teaching Mode For International Business Students in Guangdong Communication Polytechnic

This study examined the differences in motivation between two classes at Guangdong Communication Polytechnic. One class was taught using a traditional teaching method, while the other was instructed using a script teaching mode. This article will explore the motivational differences observed between the two groups. Students completed the Questionnaire of International Business Motivation, which consists of 30 Likert-type questions designed to assess their motivations for studying international business. This questionnaire, adapted from Glynn (2009), aims to provide valuable insights for international business educators and researchers. Motivation in this context was conceptualized through five dimensions: internal motivation and personal relevance, self-efficacy and test anxiety, autonomy, career motivation, and degree motivation (Glynn, 2009). Students initially filled out the questionnaire before the class began and then completed it again after the class had concluded. The results of this study indicate that there are significant differences between the two classes in terms of exam anxiety, self-confidence, autonomy, personal relevance, external motivation, and internal motivation (p < 0.05). Class 3, which adopted the new teaching model, demonstrated superior performance across all these dimensions. In contrast, Class 4, which followed the traditional teaching model, showed notably lower levels in these areas.

The effect of knowledge and person-related factors on breast cancer susceptibility genes (BRCA1/2) testing perception in Turkish women.

Genetic testing for breast cancer susceptibility genes (BRCA1/2) plays a pivotal role in risk assessment and preventive interventions. However, individuals' awareness, knowledge, and attitudes toward genetic testing can vary across different societies. This study focuses on understanding Turkish women's knowledge, perceptions, and attitudes toward BRCA1/2 testing, considering demographic factors and awareness. In this cross-sectional study, 301 Turkish participants, including breast/ovarian cancer patients and their first-degree relatives, were surveyed. Information on sociodemographics, cancer history, awareness, knowledge, and perceptions was collected. The study aimed to assess knowledge levels about breast cancer inheritance and BRCA1/2 testing, describe perspectives about testing in women with a family history of breast or ovarian cancer, and determine associations between knowledge, personal factors, anxiety, and genetic testing perspectives. Results showed a wide range in correct responses (31.6%-96.7%) for knowledge items. No significant relationship between knowledge levels and positive perception was observed. However, participants answering a specific question incorrectly showed higher negative perceptions. While most participants recognized the benefits of genetic testing, concerns centered around passing the genes to future generations. Participants who were younger, more educated, had higher income, were employed, at an earlier disease stage, and were social media users demonstrated more positive attitudes. Negative perceptions were higher among younger patients, physicians, and healthcare professionals. Interestingly, anxiety in cancer patients did not correlate with either positive or negative perceptions. In conclusion, this study identifies participant-related factors influencing perceptions of hereditary genetic tests. Understanding these factors and addressing associated issues can enhance the utilization of genetic testing and promote preventive oncology applications.

Comparative Evaluation of Aminoguanidine, Semicarbazide and Thiosemicarbazide Treatment for Methylglyoxal-Induced Neurological Toxicity in Experimental Models

Background: Advanced glycation end products (AGEs) are complex compounds that play a critical role in neurological disorders, including the pathogenesis of Alzheimer's disease. Methylglyoxal (MG) is recognized as the primary precursor of AGEs. Methylglyoxal is produced endogenously and also introduced through dietary exposures. Objectives: This study aimed to investigate and compare the effects of aminoguanidine (AG), semicarbazide (SC), and thiosemicarbazide (TSC) on MG-induced neurological toxicity in rats. Methods: Male Wistar rats were exposed orally to MG, MG + AG, MG + SC, and MG + TSC for 70 days. Neurobehavioral, biochemical, and histopathological changes were evaluated. Results: The findings indicated that oral administration of MG for 70 days resulted in memory impairment and increased anxiety in neurobehavioral tests. Additionally, MG elevated protein carbonylation in brain tissues. Semicarbazide was found to prevent MG-induced memory problems, while both SC and AG reduced carbonyl content in brain tissues. Advanced glycation and TSC were effective in alleviating anxiety induced by MG exposure. Histopathological analysis revealed that MG caused cell damage and neuronal necrosis in the hippocampus, particularly in the cornu ammonis 1 (CA1) and dentate gyrus (DG) regions. However, AG, SC, and TSC improved neuronal survival in these areas. Conclusions: The data suggest that SC, AG, and TSC may offer neuroprotective effects against MG-induced neurobehavioral toxicity. Further studies are required to explore the mechanisms of action of these compounds.

Exploring the Relationships among Perceived Teacher’s Autonomy Support, Motivational Regulations, and Social-Emotional Outcomes

The present study examined the relationships among perceived teacher’s autonomy support, four motivational regulations (external, introjected, identified, intrinsic), and four social-emotional outcomes (self-efficacy, resilience, test anxiety, and perceived stress). A total of 130 primary students aged between 10 and 11 (M = 10.36; SD = 0.48) were recruited in Singapore. In particular, the mediating effects of four motivational regulations in the relationship between teacher’s autonomy support and social-emotional outcomes were tested using bootstrapping method. Results of the study indicated that external regulation and intrinsic motivation were two mediators between teacher’s autonomy support and test anxiety. Surprisingly, introjected regulation was positively associated with test anxiety and perceived stress and functioned as a significant mediator between teacher’s autonomy support and test anxiety and perceived stress. Teacher’s autonomy support may serve as a potential approach to develop students’ positive social-emotional outcomes such as self-efficacy and resilience while reduce negative social-emotional influences such as test anxiety and stress through activating students’ motivational resources. The present study provides novel insights into the relationships between SDT and four social-emotional outcomes by considering the four types of motivational regulation as mediators to investigate the effects of perceived teacher’s autonomy support on students’ SEL-related outcomes.

Unveiling the link between test anxiety, online engagement, and academic achievement: insights from LMS interaction data

ABSTRACT There is a growing body of literature that recognizes the importance of test anxiety in learning contexts. However, currently little is known about test anxiety experienced in online assessment and its role in online learning efforts and outcomes based on insights from Learning Management Systems (LMS) interaction data. This study investigated the mediating role of test anxiety in the relationship between behavioral engagement and academic achievement. To test the research model, the study data were analyzed using the Partial Least Squares Structural Equation Modelling approach. The analyses drew on data from 2994 online distance learners. Behavioral engagement of students was derived from learning analytics indicators based on LMS interaction data. Our results showed that test anxiety reduces the positive effect of online behavioral engagement on academic achievement. This study provides valuable insights for educators, students, and test designers in understanding the dynamics between online test anxiety, behavioral engagement and academic achievement and developing effective strategies for online learning. This analysis highlights the importance of understanding the interplay between these factors for educators, students, and test designers to develop effective online learning strategies.

Exploring Influencing Factors at Student and Teacher/School levels on Science Self-efficacy Using Machine Learning and Multilevel Latent Profile Analysis

The main purpose of this study was to explore major factors at student and teacher/school levels affecting middle-school students’ science self-efficacy among countries with high science academic performance levels in PISA 2015 data by using various regression algorithms of machine learning and multilevel latent profile analysis (MLPA). Out of total of 195 (110 at the student-level and 75 at the teacher/school-level), 88 at the student-level and 38 at the teacher/school-level explanatory variables were finally selected after data pre-processing. Through over 20 regression analysis algorithms of machine learning, 10 variables at the student-level and five variables at the teacher/school-level were found to be significant predictors, consistent with previous studies. Next, MLPA was applied to classify underlying science self-efficacy sub-groups at each level and verify the statistical significance of variables affecting science self-efficacy, chosen from the machine learning. Three classes at the student-level (low, moderate, high) and two at the teacher/school-level (mid-low, mid-high) were selected as the optimal number of latent profiles. At the student-level, students with higher environmental awareness, science activities, interest in broad science topics, instrumental motivation, test anxiety, and achieving motivation were more likely to belong to the moderate or high groups than the low group. At the teacher/school-level, the mid-high group had more considerable science-specific resources, higher instructional leadership, a larger student-teacher ratio, and more science teachers than mid-low group. Finally, the significance of the study was presented, and implications for increasing science self-efficacy in middle school students were suggested.

Chronic pregabalin treatment reduced anxiety, and acute pregabalin treatment increased depression-like behaviors in rats

BackgroundPregabalin is an antiepileptic drug that binds to the alpha-2/delta unit at presynaptic voltage-dependent calcium channels. We aimed to investigate the effect of acute and chronic pregabalin administration on anxiety and depression-like behaviors.MethodsFifty-six male Wistar albino rats were divided into seven groups: control, vehicle, and five different dose groups (5, 10, 30, 60, and 100 mg/kg). Pregabalin was administered for two weeks. Depression-like behaviors were evaluated by Forced swimming test. Anxiety-like behavior (ALB) was evaluated by Open field test (OFT), Elevated Plus Maze (EPM), and light-dark box. Subjects underwent the forced swimming test (FST) after the first dose, while the open field test (OFT), elevated plus maze (EPM), and light-dark box (LDB) were performed after two weeks of treatment. Further sucrose preference test was conducted to evaluate anhedonia until the end of the experiment.ResultsIn the forced swimming test, depression-like behaviors increased after acute single-dose administration of 10, 30, 60, 100 mg/kg pregabalin. According to OFT results, chronic 100 mg/kg pregabalin showed anxiolytic effects by decreasing grooming, and freezing behaviors. In addition, 100 mg/kg chronic pregabalin administration significantly increased the time spent in the central region, the number of entries to the center, and the unsupported rearing number without causing any change in locomotor activity. According to EPM results, both chronic 60 and 100 mg/kg pregabalin treatments showed anxiolytic effects by increasing open arm time and head dipping behavior. In addition, 60 and 100 mg/kg chronic pregabalin administration significantly decreased stretch attend posture. All pregabalin administrations between 5 and 100 mg/kg displayed anxiolytic effects in the LDB. Sucrose preference was above 65% for the duration of all experiments and subjects did not show anhedonia.ConclusionAcute pregabalin treatment triggered depression-like behaviors. Anhedonia, which may be associated with depression, was not observed during chronic treatment. Moreover, chronic treatment with pregabalin revealed potent anxiolytic effects in different behavior patterns and doses for all tests of unconditional anxiety. In particular, 100 mg/kg chronic pregabalin administration decreased anxiety-like behaviors in all experiment setups. Although the anxiolytic effect was demonstrated in chronic treatment, acute treatment of pregabalin induced depression-like behaviors, and thus in clinical practice should be done with caution, especially in patients with anxiety-depression comorbidity.

Dysphagia assessment in patients with multiple sclerosis - an additional piece to disability burden.

People with multiple sclerosis (MS) might experience symptoms that are usually underestimated. Dysphagia should be evaluated within the Expanded Disability Status Scale (EDSS), but clinicians often do not assess it properly. The objectives of this study are as follows: To assess the prevalence of dysphagia in patients with MS utilizing the Swallowing Disturbance Questionnaire (SDQ); to examine the correlation with the EDSS; to investigate the relationship between dysphagia and clinico-demographic characteristics of MS. In total, 177 MS patients underwent evaluations with EDSS, SDQ, cognitive functions, anxiety, depression, fatigue, and sleep quality tests. We compared clinico-demographic data of patients with and without dysphagia and native-EDSS to SDQ-EDSS. Out of the 177 MS patients, 56% of individuals were identified having dysphagia according to the SDQ with 41 patients exhibiting mild dysphagia, 31 showing moderate dysphagia and 27 patients having severe dysphagia. Only 6 patients had dysphagia recorded in the EDSS. SDQ-EDSS scores were significantly higher than native scores. Dysphagia was associated with depressive symptoms and sleep quality. Dysphagia affects up to 56% of MS patients. The SDQ questionnaire is useful for identifying dysphagia, which can help in capturing disease progression and preventing complications like aspiration pneumonia. The SDQ-EDSS was higher than the native-EDSS, reflecting the poor ability of the native-EDSS to evaluate certain symptoms such as dysphagia. The SDQ correlated with depressive symptoms, which are associated with a greater perception of MS symptoms, and poor sleep quality, which could be associated with the triggering of pathogenic mechanisms responsible for disease progression.

Effects of a muscle relaxation exercise programme on test anxiety and sleep quality among fourth‐year nursing students before comprehensive examination in Palestine

AbstractIntroductionThere is a lack of research on the effect of progressive muscle relaxation (PMR) on minimising test anxiety and enhancing sleep quality among nursing students in Arab countries, including Palestine. Therefore, this study aimed to investigate the effects of a PMR intervention programme on test anxiety and sleep quality in fourth‐year nursing students before the comprehensive examination in Palestine.MethodsA one‐group pre‐/postdesign was conducted on a group of fourth‐year nursing students before the comprehensive examination (N = 60) at Arab American University in Palestine. The PMR programme consisted of five sessions lasting 45 min over the course of 1 week and was implemented from the beginning of January to the end of January 2024.ResultsFindings indicated a significant difference in test anxiety pre‐ and post‐PMR exercise (t[59] = 19.3, p < .01). Also, a significant difference was found in sleep quality before and after the PMR exercise (t[59] = 15.4, p < .01). Additionally, no difference was found in test anxiety and sleep based on age and gender pre‐/post‐PMR intervention programme.ConclusionThis study proposes that PMR effectively reduces test anxiety and improves sleep quality among nursing students. Therefore, the PMR programme should be incorporated as a therapeutic intervention for nursing students and students in general and particularly those suffering from test anxiety and poor sleep quality. Also, mental health counsellors and instructors can use such interventions in their therapeutic management as non‐pharmacological therapy.

ROLE OF THE EMOTIONAL-MOTIVATIONAL COMPONENT IN THE DYNAMICS OF CNS FUNCTIONAL CAPACITY IN SECONDARY SCHOOL STUDENTS

The main clinical syndromes of chronic cerebral ischemia (CCI) are impaired gait and balance disorders, High morbidity level among school children, which has been recorded over the past decade in our country, necessitates a review of the contributing causes, mechanisms and factors. Objective. The purpose of the study is to assess CNS functional capacity in secondary school students taking into account anxiety and the motivational component. Materials and Methods. The study enrolled 424 secondary school students aged 10–17, living in Astrakhan. Simple and complex visual-motor reaction test was carried out. To study personality traits, anxiety and motivation levels of the participants, the authors used Junior Eysenck Personality Questionnaire (JEPQ), School Anxiety Test (Phillips Test), and Spielberg-Andreeva motivation questionnaire. Results. A significant decrease in the level of CNS functional capacity was noted when compared with the age norm. CNS functional level increases with age, while its values in the examined 12–13 and 14–15 year-old participants are below the average age ones. A decrease in the motivation level was revealed among the trial subjects. A positive attitude towards learning and effective motivation was revealed in 53.6 % of secondary school students aged 10–11; 38,6 % aged 12–13; 30,3 % aged 14–15 and 30 % aged 16–17. A high level of general anxiety was revealed in 40.9 % of secondary school students aged 10–11; 63.6 % aged 12–13; 12.8 % aged 14–15 and 6 % aged 16–17. Conclusion. The parameters of CNS functional capacity in most cases are characterized by below average values. The anxiety level significantly decreases with age, which indicates an adequate influence of learning environment on students. The highest anxiety level was revealed in the trial subjects aged 12–13. Motivation for learning decreases with age, which is probably due to psychological and motivational age-related changes in adolescence.

Effects of loneliness and depression on pre-service teachers’ self-esteem: a mixed method study

ABSTRACT The purpose of the current study was to explore the relationships between depression, self-esteem, and loneliness among Turkish pre-service teachers. The study emphasized that it is valuable to address psychological well-being and social support of students preparing for the Public Personnel Selection Examination (PPSE). The study, which was a sequential explanatory design, included 322 college of education students. The quantitative results indicated that there was a strong correlation between depression, self-esteem, and loneliness scores. Depression significantly predicted self-esteem. When depression scores increased, self-esteem scores decreased. Furthermore, the findings indicated that individuals who had higher self-esteem scores, had lower loneliness scores. Qualitative results showed that time management, test anxiety, and performance-related issues were among the difficulties encountered during PPSE preparation. The results of the current study demonstrated the significance of emphasizing social support, useful coping mechanisms, and attending to students’ psychological and emotional health during high-stakes exams such as the PPSE.

Experience of final exam stress from Polish high school students. The narrative of COVID-19 Pandemic Generation

Introduction: For many students worldwide, school achievements and final exams results are a significant challenge and are understood as determinates of their future college and university education, as well as their professional career. The COVID-19 pandemic not only forced schools to close and a ban on gatherings, but also introduced many new solutions and measures regarding the conduct of final exams, for which students had been preparing for years. In Poland, the government shut schools in 2020, two months before the usual time for final exams. This significant factor required modification in the manner and course of the final stage of preparation for the ‘maturity’ exam, which resulted in limited contact with teachers and peers, leading to intense emotions and personal challenges. Method: The study aim was to point out the specific COVID-19 stress experience of high school students who were on the verge of graduating. 120 high school students from South Poland [40 men (33%) and 80 women (66%), aged 18-19 years], who were preparing for the final high school exam in Poland in 2020, participated in the online survey. Phenomenological content analysis of the structured open-ended questionnaire was used. Results: It was found that the subjective experiences of students were mostly negative to Covid-19 restrictions and remote learning, expressed not only as negative emotions to the new, surprising, and hence fearful situation, but also as negative attitude s towards routine changes. The strong need to develop new adaptation mechanisms necessary to cope with the isolating circumstances was also explored. Conclussions: The study provides new supplements on mental health prevention (not only during pandemic) in students who were on the verge of graduating.

A Qualitative Study of the Experiences and Perceptions of Korean Undergraduates Regarding Two-Stage Examinations

Researchers have recognized collaborative problem-solving as a key competency for addressing sustainability challenges through creative and holistic approaches. Nevertheless, transforming traditional individual assessments into collaborative examinations to improve collaborative problem-solving is challenging. This study examines the experiences and perceptions of Korean undergraduates regarding two-stage examinations comprising individual and team components. Semi-structured interviews with nine students yielded results in eighteen subthemes categorized into four themes: process, positive aspects, negative aspects, and action items for support. Participants experienced a dynamic, collaborative problem-solving process through two-stage examinations; reported positive aspects, such as improved grades, learning opportunities, immediate feedback, and reduced test anxiety; and negative aspects, such as the burden of teamwork. As the first qualitative study of students’ perceptions of two-stage exams, this research explores transformative assessment practices that enhance collaborative problem-solving skills crucial for addressing global sustainability challenges. Furthermore, to promote collaborative assessments, this study discusses implications for educators planning to use two-stage examinations and offers suggestions for future research.

The impact of students’ misperceptions on test performance: A 3p model and self-determination theory approach

This research investigates the complex relationship between students’ misperceptions about their teachers and exams, test anxiety, and their overall test performance, framed through a newly proposed Presage, Process, Product (3P) model and Self-Determination Theory (SDT). Specifically, it explores how students’ misperceptions formed during the presage phase disrupt Basic Psychological Needs (BPN) for autonomy, competence, and relatedness, negatively influencing their test-taking strategies and performance outcomes. The study adopts a theoretical approach, proposing a conceptual framework rather than collecting empirical data, to illustrate the potential dynamics between misperceptions, test anxiety, and academic achievement. A key feature of the new 3P model is the two-way interaction between the process and product phases, illustrating how the test-taking behaviors (process) influenced by misperceptions and anxiety can cyclically affect performance outcomes (product). For example, students who experience anxiety may revisit questions due to self-doubt, changing correct answers to incorrect ones, which further exacerbates their anxiety and harms overall performance. This cyclical interaction highlights the need to break the negative feedback loop to improve test results. By examining the multifaceted impact of pre-test beliefs, such as overconfidence and perceived difficulty, this research offers insights into how these misperceptions affect test performance by fostering anxiety and maladaptive test-taking strategies. The newly proposed PPP model highlights the operational variability of test-taking strategies across different phases, emphasizing the need for teachers to correct students’ misperceptions to enhance performance. This study provides actionable insights for educators to address psychological needs, mitigate anxiety, and promote better academic outcomes. Future research should test the conceptual framework through empirical investigations to further validate its applicability in educational settings.

Test anxiety as a risk factor for use of psychoactive compounds in medical students

<p><strong>Introduction. </strong>Test anxiety implies an intense pathological fear in situations of preparing and taking exams which is a significant problem for 15–70% of medical students. The frequent use of psychoactive substances is recognized as a problem for young people. The aim was to determine the frequency and degree of test anxiety and the association with misuse of psychoactive substances in medical students of the Faculty of Medicine in Foča.<br /><strong>Methods.</strong> The research was conducted according to the principle of a cross-sectional study at the Faculty of Medicine in Foča. Students were offered a custom-made questionnaire containing general and specific questions for test anxiety and use and dependence of psychoactive compounds and social networks. Test anxiety was evaluated by Westside anxiety scale. <br /><strong>Results.</strong> The sample included 145 respondents, 69.7% females and 30.3% males. The results indicate that the degree of test anxiety does not differ in male and female students, but test anxiety is less pronounced in younger students and students with medium academic success. The level of test anxiety was correlated with the rate of psychoactive compound use. Psychoactive substances were used by 50.3% of students, primary for anti-anxiety, than for psychostimulation and for hypnotic effects. The most commonly used classes of psychoactive substances were plant anxiolytics, followed by benzodiazepines, marijuana, alcohol and narcotics/cocaine (18.6%, 12.4%, 12.4%, 8.3%, and 4.8%, respectively).<br /><strong>Conclusion.</strong> A significant number of students reach for anxiolytics and other drugs that can create addiction. Elevated levels of test anxiety are positively correlated with increased consumption of psychoactive compounds. However, the frequency of use of psychoactive compounds surpasses the frequency of altogether moderate, high and extreme test anxiety.</p>