Exam anxiety; It is defined as intense anxiety that prevents the effective use of the knowledge learned beforehand during the exam and leads to a decrease in success. Exam anxiety, also known as performance anxiety, is common in school-age children and adolescents.
The meanings attributed to the exam by the individual, the image created in the mind about the exam, the references to the post-exam situation and the importance given to the gains to be obtained after the exam are effective on the formation of exam anxiety. In this context, children may experience intense anxiety and worry before the exam, during the exam and even after the exam.
Restlessness, anxiety, restlessness, distress, fear of failure, reluctance to work, nausea, tachycardia, tremor, dry mouth, boredom, sweating, sleep disorders, stomachaches, etc. physical complaints, deterioration in attention and concentration, decrease in self-confidence, inadequate and worthless vision are common symptoms. Although the symptoms are sometimes very mild, they can be very serious and severe in some students.
There is a significant decrease in student achievement. Postponing study, refusing to talk about exams and preparation. They are uncomfortable being asked questions and avoid these situations. Distraction, inability to focus, a noticeable increase in physical complaints (abdominal pain, nausea, sweating, sleep disturbance, loss of appetite or, on the contrary, overeating, a general unhappy mood, etc.), low performance despite working hard indicate the presence of anxiety. Even if they study, getting low scores in the exam can shake students’ self-confidence. The main effects of exam anxiety are inability to convey what is learned, not understanding what is read, difficulty in organizing thoughts, decreased attention, focusing on the exam itself rather than the content, weakening in mental skills, low energy, and physical ailments. Test anxiety is misleading because it contains unrealistic expectations and comments. This situation makes students unconsciously unable to control their own behavior.
Having unrealistic ways of thinking are the most important processes in the formation of anxiety. It is more common in people with a personality structure prone to anxiety (perfectionist, competitive). The expectations and pressure of the social environment are also an important factor.
“I am not ready for the exam”, “This information is so unnecessary and ridiculous. Where and when will I use it?” “Why are the exams held, what is the need?” “This information will be of no use to me in the future” I do not have time to prepare for the exam!” “I cannot understand these topics, I must be stupid” “I do not understand these topics anyway” “I know, I will not be successful in this exam” “The exam will be bad” “There are too many topics , which one should I prepare for?” Negative automatic thoughts are frequently observed.
What am I supposed to do?” “Can I do my best?” “What is the worst that can happen”“It is not the end of the world, there is a fix” Just because I fail at this does not mean that I will always be” “It is true that I do not have enough time, but how can I use my time most effectively? “Even if I cannot study all the resources, I can prepare for the exam by giving priority to the important sections, at least I will earn points in these sections” “If I succeed, I will pass an important turning point in my life. Failing doesn’t mean I’m lazy or incompetent. It means that I have to work harder” “it is in my hands to use the time for my own benefit” are alternative thoughts that can be developed to cope with anxiety. It is also important for both children and adults not to compete with others and to know that everyone has different abilities and capacities.
Thinking and questioning beliefs (re-evaluating unrealistic thinking habits from a different perspective, breathing exercises, relaxation exercises, trying to accept and recognize anxiety rather than suppressing it, technique of stopping thoughts, focusing one’s attention) are coping ways that can be used
“ In order to be successful and happy in life, there is no other way but to pass the exam, I must win, if I don’t win, I can’t look at anyone’s face, the exam shows who I am, I am inadequate, I can do nothing” are the main beliefs that are intended to change. Also, based on previous experiences, “I have always failed. It is essential to change thoughts such as “I will fail from now on.”
It is an approach that primarily helps to concentrate on the exam and focuses on the questions, organizes thoughts, helps to concentrate, prevents negative thinking and panic, helps success by developing a sense of control, and plays an important role in exhibiting real performance.
It is necessary to try to create a new mental structure by reviewing study habits and attitudes towards the exam. Time should be used well. Attention should be paid to nutrition and sleep. It is important not to leave the studies for the exam until the last day/night. It is critical to study hard before the exam and to know that it is an important determinant of exam success. Despite this , it is necessary to reduce the anxiety and worry that may arise with appropriate methods .
Bringing alternative explanations against negative automatic thoughts, reminding that he is in control, starting with questions that can be answered, using techniques to reduce anxiety (quick relaxation, attention-boosting techniques, controlled breathing practice) are some of the exercises that can be done during the exam.
Rewarding oneself, tending towards enjoyable activities, thinking about deficiencies and making new plans for the future are activities that can be done to cope with post-exam anxiety.
The meaning of the exam for the family, their attitudes and approaches towards the exam are important. Families often project their own anxieties onto their children. It is very important that they have high expectations from the child, show excessive preoccupation with details, and see the exam as an end rather than a tool. Some parents may experience their own narcissistic thoughts through their children. Thoughts like “my child needs to be the best” can cause extreme anxiety in children and prevent healthy communication with parents. Instead, families should be aware of their limits. It should give confidence and responsibility, care and give positive feedback. He should be attentive, realistic, and avoid comparisons with his peers in speaking about the exam. Sharing feelings and thoughts, empathy is important. It is recommended not to glorify the exam, not to make a life-and-death problem, and to behave in an encouraging and motivating manner. Children should be loved unconditionally and this love should be made known to the child. Family members should be appropriate role models, provide a suitable family environment, and develop appropriate problem-solving behaviors.
Creating a change in the family’s perspective and reducing the level of expectation to realistic limits are the main initiatives.
If a mental disorder has emerged (depression, anxiety disorder, sleep disorder, etc.), dysfunction due to mental symptoms, using inappropriate ways to cope with anxiety, and behavioral disorders are the main indicators of need for psychiatric support. For this, families should take their children with exam anxiety to a specialist and get counseling before it’s too late.
Assistant Prof. Dr. Ceyhun Caferov
