Senior high school students’ lived experiences with high-stakes exam preparation: A phenomenological study framed by the question “Am I ready?”

Bereket Merkine Gebresilase¹, Chuanxia Zhang¹, Zebdewos Zekarias Elka^2,*
1 College of General Education, Shandong Xiehe University, Jinan, China
2 College of Education and Behavioral Science, Wolaita Sodo University, Soddo, Ethiopia
* Corresponding Author: Zebdewos Zekarias Elka. Email: email

Journal of Psychology in Africa https://doi.org/10.32604/jpa.2026.081622

Received 05 March 2026; Accepted 13 June 2026; Published online 14 September 2026

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Abstract

This study employed a transcendental phenomenological design to explore the experiences of Ethiopian senior high school students preparing for the national examination. A purposive sample of 21 Grade 12 students were informants. They completed in-depth interviews and kept reflective journals about their experiences preparing for the national examination. Data analysis, following Moustakas’s modified Stevick-Colaizzi-Keen method, revealed four core themes defining their lifeworld: (1) Sudden knowledge loss, characterized by anxiety-induced cognitive crashes; (2) Fluctuating self-belief acting as an internal performance regulator; (3) Strategic study as a mechanism for cognitive and psychological control; and (4) The teacher’s dual role as an instructional and emotional anchor. The study concludes that the central question, “Am I Ready?” evolves from an academic inquiry into an existential exploration of self-worth. These findings align with Bandura’s social cognitive theory, which holds that the sources of self-efficacy are subjectively experienced, interpreted, and managed by students in real time. By implication, effective educational support for students taking the national examination must integrate cognitive, emotional, and relational dimensions, moving beyond simplistic, performance-focused approaches.