President of Üsküdar University and Psychiatrist Prof. Dr. Nevzat Tarhan evaluated the topic of exam anxiety on the program Akla Ziyan with Nevzat Tarhan, broadcast on EKOTÜRK. He made important statements regarding the anxiety experienced by students ahead of major exams such as the High School Entrance Exam (LGS) and the Higher Education Institutions Exam (YKS).
Exam anxiety is the fear of failing to perform what one knows
On the topic of test psychology and anxiety management, Prof. Tarhan defined exam anxiety as “the fear that a person may not be able to use their knowledge effectively or perform what they know.”
He noted that some students try to calm themselves before the exam by saying “I am ruined. I cannot do it,” but he warned that such statements can negatively affect other candidates around them.
One of the main causes of exam anxiety is negative thought patterns
Prof. Tarhan said: “Our brain naturally produces thoughts, much like the way the liver produces bile. Individuals with lower intelligence may generate a few hundred thoughts per day, while those with higher intelligence may engage in thousands of thoughts. People experiencing exam anxiety produce many thoughts during this period, but they become unable to manage them. As the source grows, management becomes more difficult. That is why learning to manage exam anxiety is very important. Just as a driver must know when to accelerate, slow down, or turn left or right, a person must learn how to deal with stress. Controlled stress is beneficial. Even moderate anxiety increases attention and makes learning easier. Moderate stress activates the sympathetic system in the brain. It increases blood flow to the front region of the brain and triggers the release of neurochemicals that promote attention and focus. However, if exam anxiety is too high, physical and mental symptoms appear. In exam settings, frequent need to use the bathroom may appear. This is due to the hormone vasopressin, which is released under stress and also has a diuretic effect. Additionally, symptoms such as heart palpitations, difficulty breathing, and trembling hands and feet are common. These are physical manifestations of exam anxiety. There are mental and psychological symptoms as well. That is why before an exam, it is not enough to study content only; learning to manage stress is as important as acquiring knowledge.”
Brain chemistry changes during panic and stress in exams
Prof. Tarhan explained that serious changes occur in brain chemistry during panic or stress in exams. He stated: “When exam anxiety is managed correctly, it can function as a vehicle that leads a person toward their goal. Like a wild horse that has been tamed, the exam process can help a person cross an important threshold in their life journey. But what exactly happens in the brain during panic or stress moments in an exam? When we look at brain chemistry, in such instances the brain triggers a fight or flight response. If a person displays the fight response, their attention increases and focus improves. However, stress dosage must be well calibrated. In long and high-stakes exams like the LGS or YKS, stress management is crucial. These exams last approximately 180 minutes and place significant pressure on young people. Actually, experiencing exam anxiety is very natural. Likewise, exam excitement is normal. But if a person develops rigid thoughts such as “I must not get excited at all” or “My attention must not drift at all,” that will amplify anxiety even more. Thoughts such as “I must not make any mistake in the exam” also leave the person more susceptible to making mistakes. Therefore, while preparing for the exam, students should focus not only on academic knowledge but also on test taking strategies and stress management skills. Not only knowledge but time management is vital in an exam. To perform at one’s best under time constraints, one needs to know how to use time effectively. Guidance counsellors and test advisors support students in both test solving and time management strategies. In some cases, excitement can be so intense that a student may fill out the exam paper completely but forget to write their own name.”
Students must stay committed to strategies
Prof. Tarhan emphasized: “That is why before an exam a student must develop test solving strategies, time management techniques, and stress management methods suited to them. Guidance counsellors and test advisors guide students in this area. Students must remain committed to these strategies. Otherwise, the intense excitement during the exam can cause very simple mistakes. Some students even forget to write their name on the answer sheet. They make errors that could have been avoided or shift answers. All of these problems have solutions. Those who take practice exams prepare in advance for these issues.”
Success depends on exam strategies and mental control
Prof. Tarhan stated: “A student should have a plan such as ‘I will solve a certain number of questions and manage time in this way.’ For example, they should solve the questions they know well first, mark the ones they are less certain about and leave them for later. If a person gets stuck on one question, they will not solve many other questions they know. That is the greatest mistake in time and test solving strategy.”
Prof. Nevzat Tarhan: “Students should do their tasks and not worry about the outcome”
Prof. Nevzat Tarhan stated that high motivation and perfectionism can themselves be causes of anxiety. He said: “A person must not treat themselves cruelly. They must be gentle with themselves. Perfectionist individuals sometimes develop a so‑called god complex where they feel the need to control everything. This is a form of hidden pride and it harms the person most of all because the brain continuously secretes stress hormones and makes more mistakes.”
Prof. Tarhan advised exam‑takers as follows: “Our task is to use the information we have learned efficiently within that time. Thinking about what the result will be is not rational. An exam is not a piece of paper that measures a person’s value; it is a step along the journey of life. Students must do their duties and not think about the outcome.”
Peaceful competition is beneficial
On competition and motivation during exam preparation, Prof. Tarhan commented on the negative effects of capitalist‑driven rivalry among youth. He stated:
“Peaceful competition is beneficial, but combative competition is harmful.” He emphasized that parents must be extremely careful in this regard. The greatest mistake parents make, he said, is comparing their child to others. He explained: “When parents say ‘Auntie’s child got into that school, you should too’, such comparisons create feelings of worthlessness and deficiency in the child. Instead of working to improve themselves, the child begins to focus on wanting the other person to fail, and their anxiety increases.”
What is the correct way to communicate?
Prof. Tarhan noted that a child who lacks study motivation or seems carefree may actually feel hopeless, thinking ‘I cannot succeed anyway’. He warned against parents saying:
“You will succeed, you will get in.” He explained: “The child does not believe it and thinks ‘My parents are saying it just to comfort me’, and then they give up completely.” He stressed that the correct approach is to understand the root cause. He added that encouraging a child with phrases like: “Even if you fail, at least you are alive” can have the opposite effect. He outlined the proper way to communicate: “Parents should say: ‘In your practice exams you scored this many correct answers. We see that you are doing your best. If you use your time well in the exam and follow your strategies, we accept the result no matter what.’ This kind of acceptance‑based approach lets the child think ‘My parents understand me’ and reduces anxiety.”
The example of Gazi Yaşargil
Prof. Tarhan reminded students that not everything in life can be controlled and that situations that seem disastrous may turn into opportunities. He shared the story of Prof. Gazi Yaşargil, the celebrated ‘Neurosurgeon of the Century’, who passed away recently:
“His mentor had him work in the radiology department for years. That allowed him to study thousands of brain angiograms and form a three‑dimensional mental algorithm. This hardship turned him into a surgeon who performed operations that no one else could. The path to success in life is not paved with flowers.” He encouraged young people to be patient and determined.
Some parental words produce negative results
Prof. Tarhan noted that some well‑intentioned parental statements can backfire. He said:
“A parent saying ‘You will succeed, you will get in’ may not be believed by the child, who thinks ‘My parents are just comforting me’ and then gives up completely. Similarly, telling an anxious child ‘You are important, do not worry about the exam’ is also wrong. The child already does not want to consider the possibility of failure. Saying ‘At least you are alive’ is the wrong message; it has the opposite effect because that is not language they understand.”
Prof. Tarhan linked motivation to socio‑economic status. He explained: “A child from a wealthy family may treat success as a choice. They may think ‘Even if I do not succeed, my father has a job’. But for a youth raised in poverty, success is a necessity and this situation motivates them more.”
Exam anxiety is energy that must be managed
Prof. Tarhan repeated: “Exam anxiety is a form of energy. It is like a whip. It is like nuclear energy. If we channel it in the right direction, it will take us toward our goal. But if we channel it in the wrong direction, it will explode in our hands. That is how we should think about it.”
Parents should be guides, not captains
He stated that parents should cultivate a sense of responsibility in their children from a young age but avoid a controlling attitude during exam time. He said: “Parents should act like guiding captains, not captains. If the parent insists too much, even breakfast becomes a lecture. The child sees the mother and thinks ‘Class again?’, stops listening and it becomes useless.”
Ask artificial intelligence instead of social media
Prof. Tarhan emphasized that technology is a neutral tool and can be beneficial when used properly. He recommended: “Instead of relying on baseless information on social media, get support from artificial intelligence. I believe students should ask artificial intelligence: ‘How do I cope with exam anxiety?’ It will present excellent options. When you ask the right question, artificial intelligence can extraordinarily simplify life. Of course, you should still filter the results.”
Fear of making mistakes is holding students back even in practice exams
Prof. Tarhan observed: “Zero‑error is impossible. Students must allow themselves the right to make mistakes. It is not about being perfect; it is about using the available resources in the best way. During the exam the main focus should be on the question at hand. If they cannot solve a question, they should mark it, move on, and return later. Students who do not follow this strategy either get stuck on one question or constantly worry about the result.” He said anxiety is rooted in thinking about things beyond one’s control. He advised: “A person should not insist on what is beyond their power. They should say: ‘I am responsible for doing my best, not for whether I succeed or fail.’ If a person thinks about what they can control, they will not become stressed. What is beyond control? Success or failure. The moment they think about that, anxiety increases.”
How you use 180 minutes is completely within your control
Prof. Nevzat Tarhan emphasized the importance of viewing the exam moment as “resource management,” stating: “What a person cannot control is the outcome of the exam. But the process, that is, how to use the 180 minutes, is entirely within their control. A person who focuses on this will not feel stressed. Those who cannot manage their mental resources well will also struggle to manage life.”
Success needs to be redefined
Prof. Tarhan explained that real success becomes clear at the end of life, saying:
“Do not walk around boasting, saying ‘I am successful’ just because you passed one exam. If a factory produces a quality product for a single day, that does not prove it is successful. What matters is maintaining that quality even after ten years. Success is the sum of failures. Just as a child learns to walk by falling and getting up, exams are also ups and downs along the path of life.” He pointed out that the global system teaches dopamine-centered, that is, pleasure-centered, success: “Being first, money, possessions... These bring pleasure, but it is temporary, and you always want more. On the other hand, serotonin-centered success is a happiness of meaning. It means knowing your goal on a long journey through life and viewing even failures as learning tools on the way to that goal. That makes you more resilient.”
Relaxation exercises are more effective than medication
Prof. Tarhan also offered practical suggestions for dealing with exam anxiety and firmly warned against using medication based on advice from friends or relatives:
“Never take a medicine on the day of the exam that you have not used before. Medicine is a chemical weapon. If used incorrectly, it causes harm.” He continued: “There are some medications that regulate the nervous system’s response to stress while maintaining or even increasing attention. But such medications should only be used by those who truly need them and under professional supervision. If a student cannot manage exam anxiety on their own, they must seek support from a professional. At this point, breathing exercises are a very effective method for coping with stress.” He especially recommended the abdominal breathing technique, which increases oxygen flow to the brain and reduces stress hormones: “While taking a deep breath, silently count ‘one, two’. Hold the breath for four seconds while counting ‘three, four, five, six’. Then slowly exhale while counting ‘six, seven, eight, nine, ten’. During this exercise, the right hand should be placed on the heart and the left hand on the abdomen. It is important that the abdomen moves while breathing. When repeated five or six times, this exercise has a calming effect. However, if repeated more than necessary, it can lower blood pressure, so caution is advised. One must remember that proper breathing techniques and relaxation exercises can be more effective than medication.”
Üsküdar News Agency (ÜNA)
