Document Type : Original Article
Authors
1
Department of Nursing and Midwifery, Kaz.C., Islamic Azad University, Kazerun, Iran
2
Department of Midwifery, School of Nursing and Midwifery, Bam University of Medical Sciences, Bam, Iran
3
Student Research Committee, Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
4
Garmsar Department of Education, Semnan, Iran
5
Student Research Committee, Hormozgan University of Medical Sciences, Bandar Abbas, Iran
10.30476/ijvlms.2026.111179.1384
Abstract
Background: The rapid expansion of digital assessment methods in higher education has heightened interest in understanding psychological factors that influence student performance in online examinations. Nursing students often experience considerable academic and clinical pressures, which may increase their vulnerability to examination-related stress in online assessment settings. This cross-sectional study aimed to assess the levels of test anxiety and academic resilience among undergraduate nursing students participating in online examinations.
Methods: This cross-sectional study was conducted among 120 nursing students at Islamic Azad University of Kazerun, Iran, from April to May 2026, using convenience sampling. Data were collected through an online questionnaire containing demographic information, the Westside Test Anxiety Scale (WTAS), and the Samuels Academic Resilience Questionnaire. Both instruments had previously been used or psychometrically evaluated in Iranian populations. Pearson’s correlation coefficient assessed the relationship between test anxiety and academic resilience, while multiple linear regression examined factors associated with test anxiety after adjusting for demographic and academic characteristics. Statistical significance was set at p < 0.05.
Results: The mean test anxiety score was 29.84±7.12 (95% CI: 28.57–31.11), and the mean academic resilience score was 96.35±14.28 (95% CI: 93.79–98.91). Mean resilience subscale scores were 42.75±6.88 for Communication Skills, 32.14±5.73 for Future Orientation, and 21.46±4.19 for Positive Orientation and Problem-Solving. A significant negative correlation was observed between test anxiety and academic resilience (r = −0.46, p < 0.001).
Conclusion: Higher academic resilience was significantly associated with lower test anxiety among nursing students during online examinations. These findings highlight the potential importance of academic resilience in managing examination-related stress. Further longitudinal and interventional studies are recommended to investigate whether resilience-building strategies and psychological support can effectively reduce test anxiety and enhance students’ academic well-being in virtual learning environments.
Highlights
Mohammad Hossein Taklif (Google Scholar)
Maryam Shaygan (Google Scholar)
Keywords
