Prevalence and Impact of Exam Phobia on Academic Performance and Social Functioning in University Students

Abstract

This study would focus on the prevalence and impact of exam phobia among university students, relating test anxiety to effects on social functioning as well as academic functioning. Exam phobia or intense anxiety in examination has become one of the common dilemmas that result in educational failure and social withdrawal. These anxieties are therefore fueled by the perception of being placed under high academic intensity, little preparation time for an exam, and possession of personal traits such as perfectionism and low self-efficacy. The paper concludes by saying that most students suffer from moderate to high levels of exam anxiety, and that students with more severe anxiety have lower grades not only in academics but also in social interactions, and used the Westside Test Anxiety Scale (WTAS) and Social Functioning Questionnaire (SFQ). The research findings indicate that examination anxiety affects not only students’ academic performance but also their emotional state and ability to perform in social activity. Stress management, coping strategies, and mental health support interventions are deemed crucially needed to prepare students for examinations. It is also suggested that colleges and universities should make counseling services, peer support groups, and workshops available to their students so as to reduce the incidence of test anxiety and ensure healthy involvement in academic and social life. Such studies suggest a need for an integrated support system to improve the general welfare of the students, hence their performance as a learner.