Document Type : Research Paper
Authors
1
Department of Methods, Educational Planning and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
2
Associate Professor, Department of Methods, Educational Planning and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
3
Department of Methods, Educational Planning and Curriculum, psychology and Educational Science Faculty, University of University of Tehran, Tehran, Iran.
Abstract
This investigation was undertaken to ascertain the factors that contribute to the development of examination anxiety in secondary education and to suggest methods for enhancing the academic performance and other aspects of students' lives. This article employed a qualitative approach and a systematic review. In the period 2014–2024, the research was conducted in accordance with seven primary steps: research question, protocol, search, data extraction, quality assessment, data analysis, and synthesis of results. It also reviewed a variety of internal and international sources such as Springer, Elsevier, Google Scholar, ScienceDirect, APA PsycNet, ERIC, and ProQuest Education Database. After reviewing 3,305 sources, 24 articles were chosen for the final analysis based on their topical relevance, quality, and temporal range. The results suggest that exam anxiety is influenced by seven critical factors: students’ individual characteristics, family, teacher, tests, curriculum content, classroom, and environmental factors. Approximately 360 initial codes were used to identify these factors, which were then arranged into 41 subthemes, 5 types, and 4 dimensions. Ultimately, a practical intervention was suggested to alleviate exam apprehension. It implies that a comprehensive and multi-dimensional approach is essential, which includes the revision of assessment methods, the instruction of stress-management skills, the provision of emotional support from families, and the establishment of a supportive school environment. The significance of integrated interventions at the individual, family, educational, and environmental levels is underscored by the findings, which are based on a systematic review and multi-dimensional analysis. These interventions have the potential to enhance academic performance and reduce exam anxiety.
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