PRE-EXAMINATION STRESS AMONG UNIVERSITY STUDENTS: ACADEMIC ASPIRATIONS, PASSING-GRADE CONCERNS, AND A COMPARATIVE STUDY AT GORI STATE UNIVERSITY AND EUROPEAN UNIVERSITY

Abstract

Background: Examinations can trigger stress related to performance expectations, uncertainty, and the consequences of receiving a particular grade. Stress may be especially salient for students seeking the highest grade and for students who need a minimum passing grade to complete a course. Objective: To outline a comparative investigation of pre-examination stress among students at Gori State University and European University, with particular attention to students aiming for an A (91–100 points) and students for whom an E-range result (51–60 points) may be sufficient to complete the subject. Methods: The proposed cross-sectional study includes 50 students, 25 from each university. A brief questionnaire should record perceived stress before the examination, grade-related expectations, perceived consequences of the result, and basic demographic/academic variables. Results: The numerical example in this draft is illustrative only and does not represent verified participant data. It demonstrates a reporting structure in which stress scores are compared by university and by grade-related concern. Conclusion: Grade-related expectations and fear of failing may represent different pathways to examination stress. Actual conclusions require analysis of the completed dataset.