What is test anxiety? A systematic review of its theoretical definitions.
Abstract
Background: Test anxiety significantly impacts student well-being and academic performance (Chust Hernández et al., 2019; Putwain et al., 2023). However, its definition varies across studies. This review aims to analyze the definitions and descriptions present in the scientific literature in order to identify points of convergence.
Method: A systematic review was conducted in PRISMA 2020 format. Theoretical and empirical articles that presented a clear definition of test anxiety, in English or Spanish, with full-text access, and focused on the university population were analyzed. Studies focusing on measurement instruments or interventions were excluded. The search was conducted in the ScienceDirect, PubMed, SciELO, and Dialnet databases in January 2025. A qualitative content analysis was performed, identifying definitions, dimensions, and common characteristics.
Results: Twenty-two articles were analyzed, identifying 23 definitions of test anxiety. Most agree that it is a multidimensional construct, composed of an emotional, physiological, and a cognitive dimension. Three studies add the distinction between state and trait anxiety. The most referenced authors are Spielberger and Zeidner.
Discussion: The results show a growing consensus regarding the conceptualization of test anxiety and its dimensions, which is defined as an emotional and cognitive response to a specific situation—the test. The agreement in the scientific literature provides greater theoretical precision and would thus facilitate the development of assessments and interventions for this phenomenon.
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