INTEGRITY. INNOVATION. IMPACT.
Insights Library
Does anxiety really reduce marks?
Decades of research consistently show that higher levels of test anxiety are linked to lower academic performance. A meta-analysis covering 126 studies found a clear negative relationship between anxiety and exam outcomes, establishing this effect across age groups and subjects. Recent high-stakes exam data continues to confirm this pattern, revealing that anxious students tend to underperform even when they are academically capable.
References:
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Seipp, B. (1991). Test anxiety and academic performance: A meta-analysis of 126 studies. (ResearchGate)
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Jerrim et al. (2023). The impact of exam pressure on student performance. (Taylor & Francis Online)
What Happens Inside the Student’s Mind & Body?
High anxiety triggers a chain reaction in both thoughts and physiology. Students often face negative self-talk and intrusive thoughts that disrupt focus, overload working memory, and increase the likelihood of mistakes. Physiologically, exam days lead to measurable spikes in cortisol—the body’s stress hormone—which affects cognition, emotional control, and decision-making.
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Not All Stress Is Bad (Yerkes–Dodson Curve)
Research shows that moderate levels of stress can actually enhance performance by increasing alertness and motivation. This relationship is explained by the Yerkes–Dodson curve: performance rises with arousal up to an optimal point, after which excessive stress causes rapid declines in focus, accuracy, and memory. Understanding this balance helps students use healthy pressure while avoiding harmful overload.
References:
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Yerkes–Dodson Law overview (Wikipedia)
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Arousal–performance relationship analysis (Simply Psychology)
If We Reduce Anxiety, Performance Improves
Targeted interventions that reduce exam anxiety consistently lead to better scores and improved student confidence. Structured preparation programs, guided routines, and emotional-regulation strategies have been shown to significantly reduce anxiety levels. Recent research also emphasizes the need for schools and colleges to adopt proactive mental-wellbeing frameworks to support students before high-pressure exams.
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