Exam Anxiety Among Turkish Middle School Students

Abstract

The purpose of this study is to investigate the anxiety levels of eighth-grade students in Nevşehir province during the high school entrance exam year and to assess the correlation between these anxiety levels and demographic factors such as gender, sibling count, parental education, and socioeconomic status. A correlational survey design was employed with a sample of 157 eighth-grade students. Data were collected using the Westside Test Anxiety Scale and a Demographic Information Form and analyzed using one-way analysis of variance, Pearson correlation tests, descriptive statistics, and SPSS version 27. The scale's dependability coefficient was determined to be 𝛼 = 0.904. According to the studies, there were no statistically significant differences (p > 0.05) between the test anxiety levels of the students and demographic factors such as the number of siblings, parental education, and economic status. However, gender was positively and significantly associated with test anxiety, with female students exhibiting higher anxiety levels than male students (r = 0.350, p < 0.01). These results demonstrate that while most demographic variables do not predict exam anxiety, gender remains a critical factor. The study underscores the urgent need for schools and policymakers to design and implement gender-sensitive counseling programs and prevention strategies that specifically target the heightened vulnerability of female students to exam-related stress. By highlighting regional patterns in Nevşehir and integrating classical anxiety theories with contemporary educational practice, this study offers evidence-based guidance for shaping more equitable and supportive school-based mental health policies.

Received: 19 August 2025 | Revised: 14 October 2025 | Accepted: 28 November 2025 

Conflicts of Interest

The author declares that she has no conflicts of interest to this work.

Data Availability Statement 

The data that support this work are available upon reasonable request to the corresponding author.

Author Contribution Statement
Ayşe Çiftci: Conceptualization, Methodology, Software, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization, Supervision, Project administration.