ejcrEurasian Journal of Current Research in Psychology and PedagogyEurasian Journal of Current Research in Psychology and Pedagogy2959-39992959-4006Университет «Туран»10.46914/2959-3999-2025-1-2-28-37ejcr-245Research ArticleПрикладная психология и исследованияApplied Psychology and ResearchВлияние экзаменнационного стресса на учебную мотивацию студентовThe impact of exam stress on students’ academic motivationhttps://orcid.org/0000-0001-5650-3131БапаеваC. Т.BapayevaS. T.

Бапаева C.Т., м. соц. н., сениор-лектор

г. Алматы

Bapayeva S.T., master of social sciences, senior lecturer

Almaty

s.bapayeva@turan-edu.kzhttps://orcid.org/0009-0005-4680-6178КүзембекА. Р.KuzembekA. R.

Күзембек А.Р., м. соц. н., психолог

г. Алматы

Kuzembek A.R., master of social sciences, psychologist

Almaty

adilya.kuzembek@mail.ruУниверситет «Туран»КазахстанTuran UniversityKazakhstanМедицинский центр «Qamqor»РоссияQamqor Medical CenterRussian Federation202523072025022837Copyright © Бапаева C.Т., Күзембек А.Р., 20252025Бапаева C.Т., Күзембек А.Р.Bapayeva S.T., Kuzembek A.R.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://ejcrpp.turan-edu.kz/jour/article/view/245

В данной статье всесторонне исследуется влияние стресса в период экзаменов на учебную мотивацию студентов. Цель исследования – определить воздействие психологического напряжения в экзаменационный период на учебную активность, самооценку, эмоциональную устойчивость и уровень мотивации студентов. Методы исследования были выбраны в соответствии с моделью исследования: аналитический и теоретический анализ психологической и педагогической литературы; эмпирические методы: интервью, авторская анкета для студентов; методика диагностики самооценки Дембо-Рубинштейна, методика А.А. Реана «Мотивация успеха и боязнь неудачи», методика Ч.Д. Спилберга и Л. Ханина «Определение уровня реактивной и личностной тревожности». Результаты исследования показали, что уровень тревожности студентов увеличивается, их самооценка снижается, а учебная мотивация изменяется под воздействием стресса. Эмпирические данные подтвердили отрицательное влияние экзаменационного стресса на учебный процесс. Для предотвращения этих явлений предлагается усиление психологической поддержки студентов, развитие навыков управления стрессом и создание благоприятной образовательной среды. Выводы исследования могут быть полезны для улучшения качества психологической службы в образовательных учреждениях, эффективной организации экзаменационного процесса и поддержки личностного и академического развития студентов. 

This article thoroughly explores the impact of exam-related stress on students’ academic motivation. The study aims to determine how psychological tension during exams affects students’ learning engagement, self-esteem, emotional stability, and motivation level. Research methods were selected based on the study model: analytical and theoretical analysis of psychological and pedagogical literature; empirical methods, including interviews, an author-designed student questionnaire, Dembo-Rubinstein’s methodology for the «diagnosis of self-esteem», A.A. Rean’s «Achievement Motivation and Fear of Failure» method, and the «State and Trait Anxiety» method by C.D. Spielberger and L. Khanin. The results revealed increased anxiety levels, decreased self-esteem, and changes in students’ academic motivation due to exam-related stress. Empirical findings confirmed the negative influence of exam stress on the learning process. To prevent these phenomena, strengthening psychological support for students, developing stress management skills, and creating a supportive educational environment are recommended. The study’s findings can enhance psychological services in educational institutions, improve exam process organization, and support students’ personal and academic development. 

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The authors declare that there are no conflicts of interest present.