Anxiety, Emotional Regulation and Stress in College Students During Exam

Abstract

Examinations represent a significant source of psychological pressure for college students, often resulting in heightened levels of anxiety and stress. The ability to regulate emotions plays a crucial role in determining how students respond to academic challenges. The present study explores the relationship between anxiety, emotional regulation, and stress among college students during examination periods. It seeks to understand how emotional regulation strategies influence the intensity of exam-related anxiety and perceived stress. Drawing upon contemporary psychological theories, particularly cognitive and emotion regulation frameworks, the study examines whether adaptive regulation strategies such as cognitive reappraisal are associated with lower stress levels, while maladaptive strategies such as suppression may contribute to increased anxiety. The paper also reviews existing empirical findings to identify patterns and inconsistencies in previous research. By highlighting the interconnected nature of these psychological variables, the study emphasizes the importance of emotional management skills in academic settings. The findings are expected to contribute to applied psychology by offering insights for intervention programs aimed at improving students’ mental well-being and academic performance during high pressure examination periods.