Open Access

ARTICLE

Understanding Academic Evaluation Anxiety in Portuguese Adolescents: A Psychosocial and Educational Perspective

Marta Reis^1,2,3,4,5,*, Catarina Noronha⁶, Gina Tomé^3,4,5, Marina Carvalho^4,6, Nuno Neto Rodrigues⁷, Margarida Gaspar de Matos^3,4,6

1 Egas Moniz School of Health & Science, Monte da Caparica, 2829-511, Portugal
2 Faculdade de Motricidade Humana, Universidade de Lisboa, Cruz Quebrada-Dafundo, 1499-002, Portugal
3 ISAMB/Faculdade de Medicina, Universidade de Lisboa, Lisboa, 1649-028, Portugal
4 CRC-W/FCH, Universidade Católica Portuguesa, Lisboa, 1649-023, Portugal
5 Faculdade de Ciências da Saúde, Universidade Europeia, Lisboa, 1500-210, Portugal
6 Equipa Aventura Social, Lisboa, 1400-415, Portugal
7 Direção-Geral de Estatísticas da Educação e Ciência, Lisboa, 1399-054, Portugal

* Corresponding Author: Marta Reis. Email:

(This article belongs to the Special Issue: Adolescent and Youth Mental Health: Toxic and Friendly Environments)

International Journal of Mental Health Promotion 2025, 27(10), 1457-1470. https://doi.org/10.32604/ijmhp.2025.070318

Received 13 July 2025; Accepted 08 September 2025; Issue published 31 October 2025

Abstract

Objectives: Academic Evaluation Anxiety is a significant psychological concern among adolescents, with well-documented impacts on academic performance, emotional well-being, and school engagement. In Portugal, recent evidence suggests growing pressure on students to achieve high academic standards, with psychosocial variables such as resilience, perceived support, and school environment playing a crucial role. This study aims to examine the prevalence and psychosocial predictors of Academic Evaluation Anxiety in Portuguese students, and to identify risk and protective factors that inform educational practice. Methods: This cross-sectional, quantitative study analysed data from 3083 students (5th to 12th grade) from the 2024 National Study by the Observatory of Psychological Health and Well-Being. Validated instruments were used, including the Depression, Anxiety and Stress Scale-21 items (DASS-21), the Social and Emotional Skills Scale (SSES), the Health Behaviour in School-aged Children (HBSC) psychological symptoms and well-being indices, the Positive Youth Development (PYD) scale, and the School Environment Scale. Statistical analyses included descriptive measures, one-way ANOVAs, and multivariate linear regression. Results: Academic Evaluation Anxiety was significantly higher among female students (Mean = 2.80, SD = 0.93) compared to male students (Mean = 2.16, SD = 1.10), representing approximately 30% higher mean levels of anxiety in girls (F = 306.206, p < 0.001). Resilience (β = −0.38, p < 0.001), self-confidence (β = −0.07, p = 0.02), and creativity (β = −0.06, p = 0.01) emerged as protective factors, whereas cooperation (β = 0.23, p < 0.001), teacher relationships (β = 0.08, p < 0.001), bullying (β = 0.07, p < 0.001), and school environment (β = 0.05, p = 0.03) were positively associated with anxiety levels. Conclusions: Academic Evaluation Anxiety is highly prevalent among Portuguese adolescents, with girls reporting significantly higher levels than boys. Resilience, self-confidence, and creativity act as protective factors, while bullying, teacher relationships, cooperation, and negative school climate increase vulnerability. These findings highlight the need for whole-school strategies that strengthen socio-emotional competencies and create psychologically safe learning environments to support both well-being and academic success.

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