The Effect of Training Exam Stress Management Techniques on Academic Achievement, Academic Engagement, and Self-Confidence among Female Lower Secondary School Students
Keywords:
Self-confidence, academic engagement, academic achievement, exam stress management techniques, Female studentsAbstract
This study aimed to determine the effectiveness of training exam stress management techniques on academic achievement, academic engagement, and self-confidence among female lower secondary school students. This applied study used a quasi-experimental pre-test–post-test design with a control group. The statistical population included all female lower secondary school students in Nehbandan during the 2023–2024 academic year. The sample consisted of 40 students selected through purposive/convenience sampling and then randomly assigned to an experimental group and a control group, with 20 students in each group. The experimental group received exam stress management training in eight sessions lasting approximately 60 to 90 minutes, whereas the control group received no intervention during the study period. Data were collected using the Self-Confidence Questionnaire developed by Sarmad et al., Reeve’s Academic Engagement Questionnaire, and Wells’ Academic Achievement Questionnaire. Data analysis was conducted using descriptive statistics and analysis of covariance through SPSS software. The results of analysis of covariance indicated that, after controlling for pre-test scores, exam stress management training had a significant effect on students’ academic achievement, and the post-test difference between the experimental and control groups was statistically significant (F=55.400, p<0.001). The intervention also had a significant effect on academic engagement (F=0.395, p=0.043). Furthermore, the findings showed that training exam stress management techniques significantly improved self-confidence in the experimental group compared with the control group (F=19.452, p<0.001). Training exam stress management techniques can be considered an effective educational and psychological intervention for improving academic achievement, enhancing academic engagement, and increasing self-confidence among female lower secondary school students. Accordingly, integrating structured stress management programs into school-based educational and counseling services may help reduce the negative consequences of exam-related stress and promote students’ academic and psychological functioning.
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