The Transformational Role of Perceived Self- Efficacy in Combating Online Exam Anxiety

Abstract

Objective: This study investigates how university students’ perceived self-efficacy influences anxiety levels during online examinations, a pressing issue amplified by disruptions caused by coronavirus disease 2019 (COVID-19) and the rise of artificial intelligence (AI)–driven assessment concerns. The aim is to analyze the relationship between self-efficacy and online test anxiety, identifying effective strategies to mitigate its effects. Method: A systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology was conducted. Searches in Scielo, Web of Science, Scopus, ProQuest Education, Google Scholar, and Dialnet databases included peer-reviewed articles in education, psychology, social sciences, and computer sciences, published in Spanish and English. Both open-access and subscriptionbased articles were reviewed without time restrictions, resulting in the selection of 83 international articles for rigorous analysis and coding. Results: The findings conclude that perceived self-efficacy plays a key role in the management of anxiety in online tests. Students with higher self-efficacy demonstrate greater emotional regulation and adaptability during assessments, leading to reduced anxiety and improved academic outcomes. Conclusion: The findings highlight the need to reconceptualize instructional and assessment models in higher education by integrating psychological insights. Enhancing students’ self-efficacy is vital to addressing online test anxiety and fostering supportive learning environments, particularly in the evolving context of digital and AI-enhanced education. Implications: Higher education institutions must adopt strategies to develop students’ self-efficacy, such as personalized feedback, psychological support, and inclusive assessment designs. Additionally, leveraging psychological insights can help build transformative models that balance technological advances with students’ emotional well-being, ensuring equitable and effective online learning experiences.