Predictors and correlates of examination anxiety and depression among high school students taking the Sudanese national board examination in Khartoum state, Sudan: a cross-sectional study

Abstract

Introduction: test anxiety and depression are of the major challenges experienced in students' life, considering the inverse associations they have
on their mental wellbeing and academic performance. Evidence from Sudan have reported high figures of adolescent's mental health problems of
depression and anxiety. However, studies investigating its association with academic exam stress are lacking. We investigated the prevalence of
exam anxiety and depression severity among student setting for Sudan national boarding examination, aiming at identifying possible predictors
related to student's socio-demographic and academic status and measuring correlation between exam anxiety and depression severity status among
students. Methods: using cross-sectional design, data obtained using standardized west side anxiety scale for measuring test anxiety; and patient's
health questionnaire (PHQ9) of nine items for measuring depression was presented in percentages. Association with sociodemographic and academic
factors was measured using logistic regression models. Analysis was run at 0.05 level of significance. Results: depression and exam anxiety were
found to be highly correlated. The highest fractions of students are those with high levels of test anxiety and moderate to severe depression. Gender,
maternal level of education, previous exam experience and academic performance are significant predictor for student's exam anxiety status.
Conclusion: high figures of exam anxiety and depression are there among Sudanese students setting for their third years boarding exam. Males,
low academic performance and maternal low education are risk factors. School mental health services and programs addressing such group of
students are highly demanded in line with more elaborative research efforts in this arena.