University Students' Perceptions of a Multi-Component Program for Test Anxiety

Introduction

Test anxiety is a well-documented concern across all educational stages, particularly prevalent among university students who frequently experience significant stress and anxiety in response to academic demands, especially examinations. This condition has a demonstrable negative impact not only on academic performance but also on students' psychological well-being.

Goals and Methods

In response to this issue, this study evaluated a multi-component intervention program designed to reduce test anxiety levels among Spanish university students. The program consisted of four in-person sessions delivered over one week, supplemented by four individual mentoring sessions. The primary objective was to analyze student perceptions of the program's usefulness, with a specific focus on identifying its most impactful elements. A qualitative design was employed, utilizing a thematic analysis approach with an inductive-deductive strategy. Data were collected from two sources: semi-structured interviews (conducted during the mentoring sessions) and individual open reflections on the program. The study involved a sample of 21 students from the Complutense University of Madrid and Francisco de Vitoria University. The final dataset comprised 55 documents.

Results

The analytical process yielded 48 distinct codes and nearly 400 coded quotations. Participants consistently reported the program as a meaningful and effective intervention. Thematic analysis identified two components as particularly salient: (1) the study skills training, specifically the modules on organization and planning strategies, which provided practical tools for academic management; and (2) the psychoeducation about anxiety, which fostered self-knowledge and normalized participants' worries and anxious thoughts.

Conclusions

This study underscores the value of implementing integrated support programs within universities. The findings demonstrate that multi-component interventions, which combine practical study skills training with psychoeducational elements, are perceived as highly effective by students.