Utilizing artificial intelligence to assess academic exam anxiety, perceived stress, and achievement motivation among college students

Achievement motivation moderates the relationship between perceived stress and exam anxiety only in the pre-examination period, highlighting the temporal nature of this interaction. The alignment between SPSS and FLS outcomes suggests that artificial intelligence, particularly fuzzy logic systems, can efficiently evaluate students' academic exam anxiety. These findings support the potential use of AI-based tools for psychological state assessment in educational settings, especially for early identification of students at risk of heightened exam anxiety.