• Thursday, 17 July 2025

Examination Anxiety

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Examination anxiety, also known as test anxiety, is a type of performance anxiety characterized by excessive and debilitating worry, fear, or nervousness experienced before, during, or after exams or assessments. While some level of nervousness is normal and can even be helpful for motivation, test anxiety becomes problematic when it interferes with a person's ability to concentrate, study effectively, or perform well on the exam. While many factors contribute to exam anxiety, such as academic competition, fear of failure, and uncertainty about the future, pressures from teachers and parents play a significant role, especially in societies like Nepal.

Nepal is a collectivist society where family reputation often takes priority over individual interests. Academic success is not just seen as a personal achievement but rather as a reflection of the family’s honour. This mindset drives many parents to place intense pressure on their children to perform well in school, sometimes at the cost of the child’s emotional well-being. On top of this, teachers often focus heavily on performance and rankings, which can create a deep fear of failure among students. This combined pressure from home and school environments can overwhelm students, resulting in heightened anxiety, loss of motivation, and even burnout.

Many believe that pressure can serve as a form of motivation. However, excessive pressure can have the opposite effect. Psychologically, this kind of approach can lead to chronic stress and emotional exhaustion in children. The effects of exam anxiety go beyond just poor performance; it can seriously affect a student’s mental and physical health. When worries about exams become too much, it can cause negative thoughts, make students want to avoid studying or taking tests, and sometimes even lead to panic attacks. This creates a harmful cycle where struggling on exams lowers their confidence and makes anxiety worse, which can even lead to feelings of depression.

Even when students earn an A grade, it might not feel like an achievement but rather a requirement. The concept of “doing well” rarely comes from having personal goals but rather the expectations that are placed upon them, often at an early age, externally or internally. Studies suggest that intrinsic motivation leads to long-term benefits like better academic performance and stronger self-belief, while motivation driven by external pressure may only offer short-term gains. Though external motivation can help briefly, its effects often fade over time.

Moreover, recognising mental health as part of academic success is crucial because mental well-being directly impacts a student's ability to focus, learn, and perform well in school. Addressing mental health needs can lead to improved academic outcomes, reduced dropout rates, and a more positive learning environment.

While success is a subjective concept, in a society like Nepal, it is often seen simply as achieving good grades. This mindset has persisted for a very long time. There is a growing need for a broader cultural shift in how we view success and failure, one that values learning, personal growth, and effort rather than focusing solely on grades and exam results. Emphasising these aspects can help reduce pressure and create a healthier environment for students to thrive.

Parents and schools play a crucial role in this change. Parents can encourage their children by recognising and praising effort, creativity, and improvement instead of just marks. Schools can create supportive environments that promote holistic development, offering counselling services and fostering a culture where mistakes are seen as part of learning. Together, they can help build students’ confidence and resilience, preparing them not only for exams but for life. 

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