GENDER DIFFERENCES IN TEST ANXIETY AMONG LATE ADOLESCENTS: LEVELS AND COPING STRATEGIES

Abstract

Anxiety during adolescence represents a significant psychological challenge, particularly in the context of increased academic demands and formal assessment situations. Previous research suggests that gender may play an important role in both the intensity and manifestation of anxiety; however, additional empirical evidence is needed within the context of secondary education. The aim of this study was to examine whether, and to what extent, gender differences exist in levels of generalized anxiety and test anxiety among late adolescents, as well as to identify gender as a potential predictor of test anxiety. The study was conducted as a cross-sectional survey on a sample of 112 final-year secondary school students (aged 18–19), evenly distributed by gender (56 males and 56 females), from three cities in the Republic of North Macedonia. The instruments used included the GAD-7 scale for measuring generalized anxiety and an adapted version of the Test Anxiety Inventory (TAI), using Likert-type response formats. Data were analyzed using descriptive statistics, independent samples t-tests (with Welch’s correction), and point-biserial correlation analysis. The results indicated that male students predominantly exhibited normal to mild levels of generalized anxiety (M = 7.5), with no cases of severe anxiety, whereas female students showed significantly higher levels, with over 60% falling within the moderate category (M = 10.2). The gender difference was statistically significant with a medium effect size. Even more pronounced differences were observed in test anxiety, where 71% of female students reported high levels of anxiety, compared to predominantly low levels among male students. Statistical analysis revealed an exceptionally strong difference (t = –13.5; Cohen’s d ≈ 2.6). Furthermore, the point-biserial correlation (r = 0.79) confirmed that gender accounts for more than 60% of the variance in test anxiety.In conclusion, the findings provide strong empirical support for the general hypothesis that female students in late adolescence exhibit higher levels of both generalized anxiety and test anxiety. These results highlight the need for systematic, gender-sensitive interventions in secondary education, including early identification, psychoeducational programs, and adapted assessment strategies aimed at protecting students’ mental health. From a practical perspective, the findings underscore the need for a multilayered, gender-sensitive approach that integrates individual-level interventions (e.g., brief cognitive-behavioral techniques, relaxation and mindfulness), classroom practices, school-based mental health support, and family involvement. Implementing preventive and systemic strategies—such as formative assessment practices, teacher training, and early screening—may substantially reduce test anxiety and promote psychological well-being, particularly among female students in late adolescence.