Ansiedad relacionada con los exámenes online y en remoto en estudiantes universitarios españoles

  1. Olga Malas-Tolsa 1
  1. 1 Departamento de Psicología y Pedagogía de la Facultad de Ciencias de la Educación (Universidad de Lleida - Spain)
Journal:
Aloma: revista de psicologia, ciències de l'educació i de l'esport

ISSN: 1138-3194

Year of publication: 2023

Issue Title: Competència digital docent

Volume: 41

Issue: 1

Pages: 121-128

Type: Article

DOI: 10.51698/ALOMA.2023.41.1.121-128 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Aloma: revista de psicologia, ciències de l'educació i de l'esport

Sustainable development goals

Abstract

Exams are a common part of university studies, and they often generate a significant amount of anxiety, which can increase when they are taken remotely and online. The aim of this multi-centric, cross sectional study was to provide additional knowledge on this subject. The sample consisted of 1,024 Spanish university students with a mean age of 20.34 (SD: 1.78), 66.4% of them women. They were re-cruited from seven different universities and six areas of study. The instruments applied were the Exams Anxiety Self-Assessment Questionnaire and the Anxiety subscale of the Depression, Anxiety and Stress Scale (DASS-21). For the purposes of data analysis, frequency and descriptive statistics were used. The results showed moderate to high rates of anxiety related to online and remote exams in 50.1% of the sample for generalized symptoms, levels not explicable by anxiety related to the person and their context, which was 32.9%. Anxiety is greater among women and among students in the disciplines of economics, business and law, followed by arts and humanities and health sciences. Based on the results, interventions to reduce anxiety related to online and remote examination techniques are recommended.

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