The way criticism was communicated in the past, especially during childhood and adolescence, has a significant impact on the development of exam anxiety.

Helena: Alba, you are an educator, learning consultant, and study coach. In this role, you help students overcome their exam anxiety. What are the main factors contributing to the development of exam anxiety?

Alba: In my professional journey, I engage in various areas such as learning consultancy, study coaching, and digital support for students through my Instagram account, enabling me to gain a comprehensive and nuanced insight into student issues. I regularly observe that exam anxiety does not arise suddenly but rather represents the result of an extensive developmental process. Often, students are not aware of the exact trigger or deep roots of their exam anxiety, which can sometimes be traced back to their childhood.

A central factor contributing to the development of exam anxiety is the lack of separation between performance evaluation and self-evaluation. Criticism of performance is thus not seen as constructive feedback but as personal denigration. The way criticism was communicated in the past, especially in childhood and adolescence, has a significant impact on the development of exam anxiety.

The attitude of the environment, be it parents, educational professionals, or other caregivers, plays a crucial role. A constructive culture of criticism, which differentiates between the individual and their performance while still acknowledging the individual's worth, promotes a positive self-image. Success is celebrated, and failure is seen as an opportunity for learning – an exam then becomes merely a challenge and not a cause for panic.

In contrast, a negative culture of criticism that devalues the child or adolescent as a person can promote a negative self-image and contribute to the development of exam anxiety. Typical examples of such damaging remarks include sentences like "You are not smart enough," "You will fail," or "Why aren't you as good as the others?" Repeated negative experiences and the association of failure with unpleasant consequences like loss of pocket money, ban from watching TV, or grounding can further amplify this effect.

In the end, an automatism can develop where just the thought of an exam situation is enough to trigger an anxiety response. Thus, the idea of an exam becomes a self-fulfilling prophecy that further reinforces the vicious circle of exam anxiety.

In some cases, this can lead to a vicious circle where fear impairs learning ability, which in turn leads to poorer performance and even more fear.

Helena: What effects can exam anxiety have on students' academic performance and overall well-being?

Alba: Some degree of nervousness before an exam is completely normal and can even enhance performance by increasing concentration, attention, and sharpening the senses. However, it is crucial that this tension does not exceed a healthy limit, as the negative effects can outweigh the positive ones.

As the intensity of the anxiety response increases, the ability to concentrate and think clearly deteriorates, which can have immediate effects on academic performance. Students may have difficulty recalling learned information during the exam and are less able to solve complex tasks. This not only leads to poorer exam results but also affects overall well-being.

Exam anxiety can also affect the efficiency of exam preparation before the exam. Those affected may feel stressed and overwhelmed, making it difficult to focus on learning and process the study material effectively. In some cases, this can lead to a vicious circle where fear impairs learning ability, which in turn leads to poorer performance and even more fear.

In the long run, persistent exam anxiety can also lead to serious health problems that affect students' overall well-being and quality of life.

Helena: What proven methods and strategies do you recommend to students to manage their exam anxiety and thus achieve more successful exams? Please elaborate especially on the role of colours in dealing with this anxiety.

Alba: Exam anxiety is a multifaceted phenomenon and varies greatly from person to person. Therefore, it is crucial to develop individually tailored strategies for coping. Professional support is essential when the anxiety becomes so overpowering that it paralyzes daily life and makes clear thinking impossible.

For those with a milder form of exam anxiety, there are a variety of methods to cope with it and increase their performance in exams. Working on a positive self-image and regaining belief in one's own self-efficacy is key here.

A particularly creative method is the use of colours. The so-called Colour Magic Technique harnesses the emotional impact of colours to establish a positive connection with the exam situation. Students visualize their ideal state during the exam, associate it with a specific colour, and consciously integrate this colour into their preparation and exam phases.

Incorporating the colour into everyday life, especially in moments of being in one's ideal state, strengthens the positive association and turns the colour into a powerful, visual anchor. This anchor can then be used before and during the exam to center oneself, reduce anxiety, and remember the ideal state. A detailed explanation of the specific process of the Colour Magic Technique can be found in one of my blog posts.

It is important not to see these and other methods as quick fixes, but to understand them as part of a longer process. The effect unfolds through repeated practice and application. Over time, coping strategies like these can become a valuable resource that not only supports in exam situations, but also in many areas of life.

Colours convey emotions: Positively shaping one's own (learning) environment in this way can help cope with stress and anxiety.

Helena: How can the design of the learning environment and teaching materials help reduce exam anxiety?

Alba: The design of the learning environment and teaching materials plays a central role in effectively reducing exam anxiety. It is useful to consider both aspects separately:

The learning environment should ideally serve only for learning to minimize distractions and potential sources of stress. Here, a pleasant and quiet atmosphere is essential. Resource-providing symbols and selectively chosen colours can additionally help to positively influence the learning atmosphere and promote the desired mental state. For example, wall paint or the colour scheme of curtains, carpets, or mouse pads can be deliberately chosen. Furthermore, motivational quotes or affirmations can be placed in visible places in the learning space.

The digital dimension of the learning environment should also be considered, especially in distance learning. It is important to positively design the digital experience during learning. Desktop backgrounds, app designs, and browser settings can be consciously adjusted, and affirmations can be digitally integrated. Apps that strengthen self-confidence and self-efficacy can also be supportive.

In contrast, the influence on teaching materials is more limited, as these are usually predetermined by the educational institution. However, certain aspects can still have a positive effect. These include well-structured materials, integrated feedback mechanisms such as self-tests or quiz questions, active learning methods like group work, discussions, and practical exercises, as well as tools for monitoring success and prompts for self-reflection.

Communication about exam anxiety and the feeling of being understood and supported can significantly contribute to relieving students' burden.

Helena: What role does support from universities and lecturers play in coping with exam anxiety, and what resources are available to students in this regard?

Alba: The role of universities and lecturers can be significant in coping with exam anxiety. While universities are bound by legal requirements, they can proactively take measures to help students with exam anxiety. For instance, they can create special counselling services and forums where students can exchange ideas and find support. Additionally, offering workshops and seminars on dealing with exam anxiety is possible. Providing flexible exam modalities that cater to the individual needs of students is another valuable resource.

Lecturers can make a significant contribution by being receptive to their students' concerns regarding exam anxiety and showing open-mindedness towards the topic. Communication about exam anxiety and the feeling of being understood and supported can significantly contribute to relieving students' burden. Moreover, through transparent and fair exam design and by teaching stress management strategies and effective exam preparation, lecturers can actively contribute to reducing exam anxiety.

Resource availability varies depending on the university. Apart from internal offerings such as study coaching and workshops, there are also external support services like self-help groups, coaching, and training.

Helena: Could you please share a specific case study from your work where you successfully helped a student overcome their exam anxiety, and what lessons can others draw from these experiences?

Alba: In my practice, it has been shown that there is no universal solution to overcoming exam anxiety, as each student requires their own approach. Some students gained additional confidence by experimenting with colours, while others found significant support through positive affirmations. Some students benefited from keeping an anxiety journal to release their fears and overcome mental blocks, while others made progress by creating a positive timeline highlighting past successes in exam situations. These and other methods are freely available on my Instagram account and in my Study Blog.

For some, it was necessary to delve into the past and discover the root causes of their exam anxiety, which proved to be a crucial turning point. Others found great relief in being able to openly talk about their exam anxiety. And for some, it was even helpful to be able to laugh heartily about their situation - yes, sometimes that can also be the key to success.

... for some, it was even helpful to be able to laugh heartily about their situation...