This article, authored by Ipshita and Priya, both Clinical Psychologists and Research Scholars, delves into the intense mental strain that students face during competitive exams. It is frequently triggered by new and unexpected questions or the intense requirement to perform well under time constraints. This stress can impact a student’s performance, often when they feel a lack of control over the outcome. Recognizing and managing this stress is crucial for candidates who are navigating through the rigorous demands of competitive examinations.
Author Spotlight
Ipshita Jain (Clinical Psychologist & Research Scholar)
She is currently advancing her studies with a postgraduate degree in Counseling Psychology at California Lutheran University, CA, USA. Her profound interest in the intricacies of the human mind fuels her academic pursuits and professional development.
Ipshita brings a rich clinical background to her work, equipped with robust critical thinking and problem-solving skills, and a keen cultural awareness that enhances her ability to address complex psychological challenges. She has shown notable leadership and mentorship qualities, offering guidance and support to her peers. A certified gatekeeper in suicide prevention, Ipshita is deeply committed to mental health advocacy.
She expresses her creative insights through her blog, “Spreading Mind Roots,” where she discusses mental health issues and personal reflections, striving to increase awareness and promote understanding in the community. Driven by a passion to contribute significantly to mental healthcare, Ipshita is on a path to broadening her expertise and impact in the field.
Priya (Clinical Psychology trainee, psychologist, and research scholar)
Her passion and optimism are evident in every facet of her professional life. She is always eager to learn and expand her skills, demonstrating a clear commitment to personal and professional growth by readily accepting new challenges and changes.
Driven by a strong desire to enhance mental health outcomes for both individuals and communities, Priya is focused on making a significant positive impact in the field of psychology. Her dedication is evident in her tireless pursuit of excellence across her research, clinical practice, and ongoing education. With a holistic approach to mental health and a genuine passion for assisting others, Priya not only progresses in her own career but also makes a meaningful contribution to the well-being of those she works with.
Mental Pressure: Understanding and Addressing Stress in Competitive Exam Preparation
Mental pressure is an umbrella term encompassing stress, tension, and anxiety experienced in high-pressure situations. It is often triggered by encountering something new, unexpected, or threatening to our self-perception, especially when we feel a lack of control over the situation.
Competitive exams exemplify such pressure, which is crucial for pursuing higher education at both undergraduate and graduate levels. Candidates need help with the daunting task of competing with hundreds, if not thousands, for a limited number of seats.
Challenges and Stressors for Students in Academic Environments
A study by Pachole et al. (2023) highlights that students preparing for competitive exams frequently experience elevated levels of depression, anxiety, and stress. For young people under 18, balancing schoolwork and exam preparation is especially difficult. Factors such as peer pressure, academic expectations, and insufficient support from teachers exacerbate the situation.
Family issues, including financial constraints and unstable home environments, further increase stress, especially for younger students. Gender also plays a role, with females being more susceptible due to hormonal changes, social discrimination, and a tendency to ruminate.
Additionally, living conditions—whether at home or in hostels—can impact stress levels, though these findings are conflicting. A lack of academic support from faculty members contributes to higher mental pressure, with students feeling the weight of performance expectations and fear of failure, which intensifies their anxiety and stress.
Similarly, Yildirim et al. (2007) found that 45.1% of Turkish senior high school students exhibited depressive symptoms, with a higher prevalence in females (49.5%) compared to males (40.6%).
The study identified the stress of preparing for national university entrance exams as a significant factor contributing to these high rates of depression. It concludes that Turkish high school seniors, particularly female students, are at a high risk for depression during this preparation period.
Stress in Competitive Exam: Causes and Factors
Several factors drive mental pressure among candidates preparing for competitive exams. The pivotal role of these exams in determining future career paths often leads to significant anxiety due to the fear of failure and its potential impacts (Smith & Brown, 2019). The intense competition, with numerous candidates vying for limited positions, adds stress (Williams & Lee, 2017). Rigorous preparation, including long study hours and extensive material coverage, can result in burnout (Fisher, 2016).
Additional pressure comes from family or societal expectations, uncertainty about the exam’s content, and a lack of balance between study and personal life, including inadequate sleep and poor diet (American Psychological Association, 2020). Constant comparison with peers and the drive for perfection further exacerbate stress (Mental Health Foundation, 2021). These factors collectively contribute to the mental strain experienced by candidates.
For example, the National Eligibility Entrance Test (NEET) in India, a pre-medical exam, is one of the most challenging exams, with over a million students competing for just a hundred thousand seats. Arun and Reddy (2024) observed a significant positive correlation between stress, depression, and anxiety among NEET aspirants, highlighting the interconnected nature of these mental health issues.
The study found that female aspirants experience higher levels of stress and depression compared to their male counterparts, although anxiety levels are similar across genders. The study emphasizes the need for tailored mental health interventions and support systems for students preparing for highly competitive exams.
Similarly, Sihag (2016) investigated the psychological stress experienced by individuals preparing for civil service examinations in India. The study revealed considerable stress due to high expectations, intense competition, and rigorous preparation. Societal and familial pressures further compound this stress. The study underscores the importance of developing effective coping strategies and providing psychological support to these aspirants. It highlights that mental wellbeing is crucial for their success in such demanding career paths.
Psychological Interventions for Enhancing Performance in Competitive Exams
- Psychological interventions: Psychological interventions can play a significant role in helping individuals prepare for competitive exams. These interventions can address various challenges, such as anxiety, stress management, motivation, and self-discipline. Here are several ways psychological interventions can be beneficial for competitive exam aspirants:
- Cognitive Behavioral Therapy (CBT): CBT can help students identify and modify negative thought patterns that contribute to anxiety. Techniques like cognitive restructuring can be used to develop a more positive mindset.
- Mindfulness and Relaxation Techniques: Practices such as mindfulness meditation, deep breathing exercises, and progressive muscle relaxation can help reduce stress and improve focus.
- Goal Setting: Psychological interventions can help students set realistic and achievable goals, breaking down long-term objectives into manageable short-term tasks to maintain motivation.
- Self-Motivation Techniques: Strategies such as visualization, affirmations, and pep talks can enhance self-discipline and commitment to study routines.
- Resilience Training: Programs designed to foster resilience can help students cope with setbacks, develop a growth mindset, and persist despite challenges.
- Stress Inoculation Training: This helps individuals prepare for stressful situations by gradually exposing them to stressors in a controlled way, boosting confidence and coping skills.
- Visualisation Techniques: Encouraging visualization of success during exams can enhance confidence and improve performance.
- Positive Self-Talk: Teaching students to practice positive internal dialogues can counteract self-doubt and improve their self-efficacy.
- Peer Support Groups: Group therapy or study groups can provide social support, sharing experiences, and strategies for managing exam preparation stresses.
- Counselling: Individual counseling can offer a safe space to discuss personal challenges, fears, and strategies for improvement.
- Study Skills Workshops: Interventions can include workshops to teach effective study methods, test-taking strategies, and techniques to boost concentration and memory.
- Physical Fitness: Encouraging regular physical activity can enhance cognitive function and reduce stress levels.
- Balanced Lifestyle: Promoting a balanced lifestyle, including proper nutrition, sleep hygiene, and leisure activities to mitigate burnout.
Conclusion
Mental pressure is a significant challenge for students preparing for competitive exams, with stress, anxiety, and depression being prevalent issues. These pressures arise from intense competition, high expectations, and external pressures from society and family.
Female students and younger aspirants, in particular, face heightened levels of stress and vulnerability. Educational institutions, families, and policymakers must develop robust, tailored mental health support systems to address these challenges.
These should include regular check-ins, accessible counseling, and effective stress management programs, all within an environment that promotes balance and wellbeing. Additionally, efforts should be made to alleviate external pressures by fostering a culture that values mental health alongside academic achievement.
Special attention must be given to female students and younger candidates’ unique needs, ensuring they have the tools and support necessary to navigate the competitive landscape. With a comprehensive and forward-thinking approach to mental health, we can help these students manage their pressures, improving their academic performance and overall quality of life.
Integrating psychological interventions can significantly enhance students’ emotional and cognitive preparedness for competitive exams. These strategies support overall wellbeing, improve focus, and ultimately contribute to better performance. Also read about “Child sexual trauma” at https://journals-times.com/2023/03/29/a-talk-about-childhood-sexual-trauma/
REFERENCE
American Psychological Association. (2020). Stress in America: Stress and Current Events. https://www.apa.org/news/stress/current
Fisher, J. D. (2016). The stress-free guide to studying. Academic Press. Mental Health Foundation. (2021). How to manage stress. https://www.mentalhealth.org.uk/publications/how-manage-stress
Pachole, N., Thakur, A., Koshta, H., Menon, M., & Peepre, K. (2023). A study to explore patterns and factors of depression, anxiety, and stress among students preparing for competitive exams in central India. International Journal of Community Medicine and Public Health, 10(4), 1419.
Sihag, A. (2016). Aspirants to civil servants: Case studies. Indian Journal of Health and Wellbeing, 7(7), 763-764. Retrieved from https://www.proquest.com/scholarly-journals/aspirants-civil-servants-case-studies/docview/1818045098/se-2
Smith, J. A., & Brown, L. R. (2019). The impact of high-stakes testing on student stress. Journal of Educational Psychology, 111(4), 512-525. https://doi.org/10.1037/edu0000321
Williams, H. R., & Lee, C. S. (2017). Exam stress and coping strategies among students. Educational Psychology Review, 29(2), 311-329. https://doi.org/10.1007/s10648-017-9417-4
Yildirim, I., Ergene, T., & Munir, K. (2007). High rates of depressive symptoms among senior high school students preparing for national university entrance examination in Turkey. The international journal on school disaffection, 4(2), 35.
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