Objectives:Academic Evaluation Anxiety is a significant psychological concern among adolescents,with well-documented impacts on academic performance,emotional well-being,and school engagement.In Portugal,recent eviden...Objectives:Academic Evaluation Anxiety is a significant psychological concern among adolescents,with well-documented impacts on academic performance,emotional well-being,and school engagement.In Portugal,recent evidence suggests growing pressure on students to achieve high academic standards,with psychosocial variables such as resilience,perceived support,and school environment playing a crucial role.This study aims to examine the prevalence and psychosocial predictors of Academic Evaluation Anxiety in Portuguese students,and to identify risk and protective factors that inform educational practice.Methods:This cross-sectional,quantitative study analysed data from 3083 students(5th to 12th grade)from the 2024 National Study by the Observatory of Psychological Health and Well-Being.Validated instruments were used,including the Depression,Anxiety and Stress Scale-21 items(DASS-21),the Social and Emotional Skills Scale(SSES),the Health Behaviour in School-aged Children(HBSC)psychological symptoms and well-being indices,the Positive Youth Development(PYD)scale,and the School Environment Scale.Statistical analyses included descriptive measures,one-way ANOVAs,and multivariate linear regression.Results:Academic Evaluation Anxiety was significantly higher among female students(Mean=2.80,SD=0.93)compared to male students(Mean=2.16,SD=1.10),representing approximately 30%higher mean levels of anxiety in girls(F=306.206,p<0.001).Resilience(β=−0.38,p<0.001),self-confidence(β=−0.07,p=0.02),and creativity(β=−0.06,p=0.01)emerged as protective factors,whereas cooperation(β=0.23,p<0.001),teacher relationships(β=0.08,p<0.001),bullying(β=0.07,p<0.001),and school environment(β=0.05,p=0.03)were positively associated with anxiety levels.Conclusions:Academic Evaluation Anxiety is highly prevalent among Portuguese adolescents,with girls reporting significantly higher levels than boys.Resilience,self-confidence,and creativity act as protective factors,while bullying,teacher relationships,cooperation,and negative school climate increase vulnerability.These findings highlight the need for whole-school strategies that strengthen socio-emotional competencies and create psychologically safe learning environments to support both well-being and academic success.展开更多
文摘Objectives:Academic Evaluation Anxiety is a significant psychological concern among adolescents,with well-documented impacts on academic performance,emotional well-being,and school engagement.In Portugal,recent evidence suggests growing pressure on students to achieve high academic standards,with psychosocial variables such as resilience,perceived support,and school environment playing a crucial role.This study aims to examine the prevalence and psychosocial predictors of Academic Evaluation Anxiety in Portuguese students,and to identify risk and protective factors that inform educational practice.Methods:This cross-sectional,quantitative study analysed data from 3083 students(5th to 12th grade)from the 2024 National Study by the Observatory of Psychological Health and Well-Being.Validated instruments were used,including the Depression,Anxiety and Stress Scale-21 items(DASS-21),the Social and Emotional Skills Scale(SSES),the Health Behaviour in School-aged Children(HBSC)psychological symptoms and well-being indices,the Positive Youth Development(PYD)scale,and the School Environment Scale.Statistical analyses included descriptive measures,one-way ANOVAs,and multivariate linear regression.Results:Academic Evaluation Anxiety was significantly higher among female students(Mean=2.80,SD=0.93)compared to male students(Mean=2.16,SD=1.10),representing approximately 30%higher mean levels of anxiety in girls(F=306.206,p<0.001).Resilience(β=−0.38,p<0.001),self-confidence(β=−0.07,p=0.02),and creativity(β=−0.06,p=0.01)emerged as protective factors,whereas cooperation(β=0.23,p<0.001),teacher relationships(β=0.08,p<0.001),bullying(β=0.07,p<0.001),and school environment(β=0.05,p=0.03)were positively associated with anxiety levels.Conclusions:Academic Evaluation Anxiety is highly prevalent among Portuguese adolescents,with girls reporting significantly higher levels than boys.Resilience,self-confidence,and creativity act as protective factors,while bullying,teacher relationships,cooperation,and negative school climate increase vulnerability.These findings highlight the need for whole-school strategies that strengthen socio-emotional competencies and create psychologically safe learning environments to support both well-being and academic success.
