EXAM ANXIETY IN THE DIGITAL GENERATION: THE INFLUENCE OF ACADEMIC SELF-REGULATION

The present study explores how academic self-regulation influences exam anxiety among Gen Z college students in Bangalore, aged between 18 and 20 years. With increasing academic demands and constant digital engagement, understanding student’s ability to manage their learning and emotions has become important. The study included 201 undergraduate students from Science, Commerce, and Arts streams, selected using purposive sampling. Academic self-regulation was assessed using the Academic Self-Regulated Learning Questionnaire (ASLQ), while exam anxiety was measured using the Westside Test Anxiety Scale. Descriptive and inferential statistical methods were applied for data analysis. Spearman’s correlation analysis revealed a significant negative relationship between academic self-regulation and exam anxiety (rₛ = −.217, p = .002), indicating that students with stronger self-regulatory skills experienced lower levels of exam-related anxiety. Gender comparisons using the Mann–Whitney U test revealed no significant gender differences in academic self-regulation and exam anxiety among Gen Z learners. Further analysis using the Kruskal–Wallis test indicated no significant differences in exam anxiety across academic streams. The findings suggest that academic self-regulation plays a protective role in reducing exam-related anxiety. The study highlights the need for educational strategies and interventions that strengthen self-regulatory skills to support the academic and emotional well-being of Gen Z learners in today’s digital learning environment.