Test anxiety: a comparative study of post-graduate taught students in the UK and Saudi Arabia

Alshammari, Wafa Khalaf (2024) Test anxiety: a comparative study of post-graduate taught students in the UK and Saudi Arabia. PhD thesis, University of Glasgow.

Abstract

Test anxiety (TA) is a multifaceted concept that has led to the development of numerous micro-level theories to elucidate its nature. However, only a handful have employed midlevel theories to comprehend TA in cross-cultural scenarios. This research endeavours to adapt the bioecological and biopsychosocial theories in a framework to discern the variations in TA experiences among students across different cultures and educational settings. To realize this aim, the study outlines three objectives: (i) to define, differentiate, and categorize TA, (ii) to examine the factors influencing TA, and (iii) to investigate the coping mechanisms that might mitigate the effects of TA across diverse cultural settings.

These objectives are addressed through a series of three complementary studies: a systematic review, seeking to incorporate multiple cultural perspectives and encompassing 81 papers from 2000 to 2019 based on the PRISMA method, a quantitative survey (N = 429), and qualitative interviews (N = 15). The latter two phases focused on four distinct groups, comprising local Saudi students, local British students and European and Eastern international students studying in the UK.

The research yielded several key findings. First, TA is more prevalent among all studied groups in the UK than in Saudi Arabia . Second, exosystem and mesosystem factors make the British education system more conducive to TA, while macrosystem and microsystem factors result in a more nuanced experience for Saudi and Eastern students . Third, contrary to popular belief and the existing literature, holding that coursework induces less TA than conventional examinations, this study demonstrates that the characteristics of coursework, such as the number of deadlines, uncertainty about the requirements, lack of familiarity with assessment type, perceived inability to secure full marks, and long duration of stress, can intensify TA. Responses to these factors are heavily influenced by cultural norms and students’ individual backgrounds.

There is an interplay between coping mechanisms, cultural values (which might encourage procrastination), and the education system (coursework vs conventional examinations). Coping strategies vary across cultures, influenced by distinct cultural values and the education system. In addition, seeking psychological counselling for TA can be hindered by perceived barriers, namely cultural factors and lack of awareness.

The academic implications drawn from this study are twofold: (i) while bioecological/biopsychosocial theory aptly describes TA across varied cultural contexts, it is crucial to recognize the proactive roles of individuals and the variance in cultural values, which can shape reactions and attitudes to TA; (ii) TA, coping strategies, and academic factors are intricately connected and are complex, warranting exploration from multi-level perspectives.

From a professional standpoint, this research offers several insights. First, stakeholders, including universities, employers, and the public, should reconsider the values underpinning the nexus between students' social standing, career trajectories, and their evaluations. Second, UK academic institutions should implement policies ensuring that assessments prioritize mental well-being. Third, Saudi and Eastern universities need to expand their awareness campaigns, targeting not only their student body but also families and the broader community to combat competitiveness and the culture of high expectations.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Subjects: B Philosophy. Psychology. Religion > BF Psychology; L Education > LB Theory and practice of education > LB2300 Higher Education
• Colleges/Schools: College of Science and Engineering > School of Psychology
• Supervisor's Name: Swingler, Dr. Maxine, Biello, Professor Stephany and Elliot, Dr. Dely
• Date of Award: 2024
• Depositing User: Theses Team
• Unique ID: glathesis:2024-84476
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 23 Jul 2024 13:44
• Last Modified: 23 Jul 2024 13:44
• Thesis DOI: 10.5525/gla.thesis.84476
• URI: https://theses.gla.ac.uk/id/eprint/84476