چکیده:
The present review research, with the aim of systematically analyzing and synthesizing the findings of 12 scientific studies in the field of exam anxiety, examined determining factors, academic consequences, and the effectiveness of intervention strategies. This study used a structured review approach and classified the data into three main axes. The results showed that exam anxiety is a multidimensional phenomenon rooted in personality and emotional constructs; specifically, perfectionism, through fear of negative evaluation and emotional dysregulation, is directly related to this anxiety and its consequence, namely academic burnout. Additionally, this anxiety is accompanied by a decrease in academic performance and a weakening of achievement motivation, and it exacerbates academic decline in vulnerable groups such as students with ADHD and ASD. In the interventions section, scientific evidence emphasizes the strong effectiveness of Cognitive-Behavioral Therapy (CBT) in simultaneously managing the cognitive and physical components of anxiety. Furthermore, teaching metacognitive strategies, due to strengthening the sense of control and self-regulation in learning, has a significant superiority over time management in reducing anxiety and increasing academic self-efficacy. These findings confirm the necessity of implementing multi-faceted educational programs focused on changing thought patterns and strengthening metacognitive skills.
خلاصه ماشینی:
com Abstract The present review research, with the aim of systematically analyzing and synthesizing the findings of 12 scientific studies in the field of test anxiety, examined determining factors, academic consequences, and the effectiveness of intervention strategies.
The results showed that test anxiety is a multidimensional phenomenon rooted in personality and emotional constructs; specifically, perfectionism, through fear of negative evaluation and emotional dysregulation, is directly related to this anxiety and its consequence, namely academic burnout.
Additionally, teaching metacognitive strategies, due to strengthening the sense of control and self-regulation in learning, has a significant superiority over time management in reducing anxiety and increasing academic self-efficacy.
(2012) The effect of teaching cognitive and metacognitive strategies on reducing test anxiety and increasing performance in experimental science courses among third-year middle school female students in Ahvaz.
(2021) Comparison of the effect of metacognitive strategy training and time management on test anxiety and academic self-efficacy in female high school students.
These programs should go beyond merely teaching study methods and focus on emotional literacy, changing dysfunctional beliefs, and strengthening metacognitive skills so that not only test anxiety, but also its broader consequences, such as academic decline in vulnerable groups like students with ADHD and ASD, are minimized.
5. Discussion and Conclusion The present review research was conducted with the aim of aggregating and analyzing the determining factors of test anxiety, its consequences on academic performance, and the effectiveness of intervention strategies, based on twelve scientific studies.
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