Prevalence of Exam-Related Academic Stress Among Undergraduate Students

Abstract

Background: Academic stress is a prevalent concern among university students and is often heightened during examinations. It manifests as psychological and cognitive strain that may impair performance, reduce well-being, and contribute to long-term mental health consequences. Previous studies have identified gender and age as potential correlates of stress, but findings remain inconsistent across contexts. Objective: To determine the prevalence of academic stress among undergraduate students during examinations and to examine its association with demographic factors such as age and gender. Methods: A cross-sectional observational study was conducted at the University of Lahore, Sargodha campus, over six months. A total of 100 undergraduate students aged 18–24 years were recruited using convenience sampling. Academic stress was measured with the Academic Stress Scale, and demographic data were collected. Statistical analyses included descriptive measures and Pearson correlation to evaluate associations between stress, age, and gender, with significance set at p<0.05. Results: Examination-related worry (mean=2.6, SD=1.3) was the most prominent stressor, followed by concentration difficulties (mean=2.1, SD=1.4) and memory problems (mean=2.0, SD=1.5). No significant correlations were observed between academic stress and age (r=0.077, p=0.488) or gender (r=-0.045, p=0.685). Conclusion: Academic stress was prevalent across undergraduates during examinations, with examination worry and cognitive challenges as dominant stressors. Stress was widespread irrespective of demographic factors, emphasizing the need for institution-wide interventions.