The relation between social identity and test anxiety in university students

Test anxiety and coping strategies among university students an exploratory study in the UAE

Test anxiety is a widespread problem among university students, with negative consequences for their social, physical, and academic well-being. Therefore, students may engage in activities that might alleviate anxiety symptoms, including taking medication. The study aimed to identify factors affecting test anxiety among medical and non-medical students during examination period and their coping approaches. A cross-sectional study was conducted using a survey to collect data. The westside test anxiety scale was used to measure the students' anxiety levels. Univariate and post hoc analyses were used. The number of participants was 925 from 14 colleges, and 82.9% of them were female. The results indicated that the test anxiety was moderately high. Young students, females, junior students, and students with low cumulative grade point averages (cGPAs) has statistically significant high test levels with p-values 0.042, 0.01, < 0.001, and < 0.001, respectively. Most students used multi methods to cope with anxiety. The most common non-pharmacological coping approaches are praying (59.5%), drink caffeine and/or energy beverages (49.6%). Only a few students (6.6%) used medications to cope with test anxiety, with only 2.2% using propranolol. The study concluded the test anxiety was a common among university students and an action should be taken to reduce the anxiety level. The priority of support programs should target females, young students, and those with low cGPA. In addition, there is a need to raise awareness among students to reduce caffeine and energy drinks consumption, maintain enough and quality sleep during this period and avoid using medication without expert advice.

Psychological and physiological effects of an acute bout of yoga before a simulated academic exam in university students

Objective: Test anxiety is common among nursing students. Yoga is one form of physical activity which may be beneficial for pretest anxiety. Participants: Thirteen undergraduate students (85% nursing majors, 15% awaiting program entry, 20 ± 4.9 years of age) completed the crossover design study. Methods: Participants completed a yoga or control intervention (independent quiet study) on opposing testing days. At three time points, participants provided ratings of anxiety (visual analog scales), saliva samples for cortisol and alpha amylase, and seated heart rate variability (HRV, time and frequency domains) was recorded. Results: Yoga prior to a simulated exam had a positive impact on subjective measures of stress but did not positively impact cortisol or HRV compared to the control condition. Conclusions: There may be benefits to participating in 30 min of moderate intensity yoga for reduced perception of stress before a scholarly examination. Further research regarding the impacts of acute yoga on physiological measures of HRV and/or cortisol are warranted.

Conceptualization social influence from the need to belong perspective on psychological needs' satisfaction to share knowledge

Purpose

Aiming to comprehend the function of social influence as an extrinsic motive influencing individuals' psychological needs satisfaction to share knowledge in higher educational institutions, the study will profile prior literature on how social influence affects knowledge sharing and conceptualize a suggested framework.

Design/methodology/approach

The research thoroughly examined the literature for the previous ten years using a comprehensive evaluation, mapping and analyzes research networks of the literature on relational social influence factors through bibliometric analysis. It offers a conceptual framework that explains extrinsic social factors and their effects on the psychological needs satisfaction to share knowledge among people from the viewpoint of a need to belong.

Findings

The study concluded a unique a conceptual framework that provides a solid understanding for the relational social influence phenomenon in the perspective of the need to belong, which satisfy the psychological needs to share knowledge. This will contribute to further investigations in the research area.

Research limitations

The study is a qualitative study and is limited in its generalizability as it needs further investigations to overcome the bias on the part of the researcher.

Practical implications

Adopting the proposed conceptual framework serves as a diagnostic tool for researchers to address the social influence that is likely to boost individuals' satisfaction to share knowledge.

Originality/value

This research presents a novel understanding of social influence as an extrinsic motivator arising from a sense of belonging that affects individuals' needs satisfaction to share knowledge.

Social implications

Increasing the awareness of how social influence is likely to motivate individuals to connect with one another, interact socially, and work together collaboratively to fulfil their satisfaction of psychological needs to share knowledge.