Many of us can recall a time when our high-stakes exam didn’t go well because of anxiety. We may have been left with feelings of incompetence, pressure or even shame, and these can linger, sometimes for years. Reflecting on our own personal journeys can help us to gain a deeper understanding of what our students are experiencing. Namely, anxiety and unpleasant experiences about exam performance can discourage students from pursuing subjects in which they might otherwise excel.
These moments leave a mark on both students and lecturers, who may wonder if they could have done more or done things differently. In an exam situation, it can be difficult for lecturers to identify the extent to which educational factors contributed to the high level of anxiety. For example, it may not be apparent whether the material was not clearly understandable or if the requirements were unclear and so less achievable.
Consequences of exam anxiety
Anxiety before and during exams is not only unpleasant but it can also have real physical, emotional and cognitive consequences for university students. Higher anxiety levels have been linked to poorer academic performance, reduced motivation and self-confidence, an increased risk of mood and anxiety disorders, and disturbances to sleep and eating habits.
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Although more tools are available to help with stress management, such as relaxation techniques, mindfulness exercises and time management in studying, students rarely talk openly about their anxiety or how they cope with it.
Five ways lecturers can help students to manage exam anxiety
1. Give students a chance to talk about their exam worries
One of the most powerful first steps that educators can take to ease their students’ nerves is to name the issue. Bringing up exam anxiety in class and allowing students to discuss it can help normalise their experiences and reduce feelings of isolation.
We also know that uncertainty fuels anxiety. If we communicate expectations on time and ensure that they are clearly understood, we can contribute to predictability and can give students a sense of control.
We can help students prepare for their exams. It can be useful if we highlight the key messages of the lecture and revisit them at the end of the session. We can ask for reflections: what stood out most today? What were the key takeaways? Emphasising what the subject will build on in the future and how students will be able to apply it is also a useful reference point.
2. Empower and reassure
As lecturers, although we work with young adults, we may be less aware of the personal stakes involved in exam results, such as how results can affect self-esteem. A poor result can lead to significant self-doubt, especially for young people whose personalities and self-images are still forming.
So, to mitigate anxiety, we should emphasise to our students that everyone can complete the course. Incorporating positive suggestions in communication is a simple yet empowering way for teachers to lay the foundation for mutual success.
Students are also deeply influenced by fear of being evaluated or labelled. We can use feedback to boost their self-confidence. Emphasise that the main purpose of the feedback is to promote development. Express pride in their efforts or improvement and show satisfaction with their growing knowledge. Focus on individual progress in the feedback and encourage students to do the same. This can come through in teacher-student or mentor-mentee relationships or even in class.
3. Reduce the weighting of the exam in final results
Worrying about the consequences of the exam can lead to higher levels of anxiety when it accounts for most, if not all, of students’ final assessment. Not only that, but high-stakes situations may not reflect their true learning.
One approach is to award bonus points for consistent effort throughout the semester, which are then incorporated into the final grade. Taking the hard work done throughout the year into account can have a positive effect on exam results in two ways: it can reduce anxiety, and it can help compensate for any performance decline in hard-working students who are not yet able to cope effectively with exam stress.
4. Break up assessment into small tasks
Dividing the exam into smaller assessments throughout the term can also help to ease the pressure and reduce anxiety during major tests.
5. Provide stress-management techniques and point to support
As educators who have no doubt had our own pre-exam concerns, we can empathise with students who are experiencing high stress levels owing to the complex demands of university study. Creating a calm atmosphere in the classroom and showing understanding of the many tasks and excitement surrounding the upcoming exams has a supportive effect. Showing interest in students’ well-being and encouraging them to ask questions can also help to ease anxiety.
At the beginning of the classes, lecturers can introduce stress-management techniques. For example, they may demonstrate simple breathing exercises or help students focus on mindfulness by asking them to direct their attention to their breathing or a random object. Students could even be given the task of creating a to-do list that they need to prioritise. These brief practices can help students transition into learning mode while also providing them with a direct experience of their calming, relaxing or even energising effects.
We can also draw their attention to stress-management support options. Many universities have counselling services for students on an individual or group basis.
The importance of a supportive environment for future professionals
Although teaching methods may evolve to meet the needs of new generations, the importance of a supportive environment remains constant. The goals we set as educators can be achieved in an environment that is both encouraging and accepting. Although they often appear independent, students are still navigating the delicate transition between adolescence and adulthood. Let us view them as future professionals and as young people who are going through important phases of self-discovery and build awareness of stress management into our teaching.
Melinda Cserép is a clinical psychologist and assistant lecturer at the Pediatric Center at Semmelweis University, Hungary.
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