Exploring Students’ Perceptions of the Role of Motivation in Reducing Test Anxiety

Abstract

This study aimed to explore students’ perceptions of the role of motivation in reducing test anxiety using a qualitative approach. A qualitative design with thematic analysis was employed. Data were collected through semi-structured interviews with 15 university students in Tehran, selected via purposive sampling. The interviews continued until theoretical saturation was reached. Data were transcribed and analyzed using NVivo software. Three main themes emerged from the analysis: "Intrinsic Motivation as a Source of Anxiety Control," "Extrinsic Motivation and Its Impact on Test Anxiety," and "Motivation-Based Coping Strategies." Subthemes included interest in one’s field, family support, social competition, cognitive restructuring, and emotional regulation. Participants reported that both intrinsic and extrinsic motivation significantly influenced their ability to manage test anxiety, and many actively used motivational strategies to reduce their emotional stress during exams. The findings highlight motivation as a central factor in reducing test anxiety and suggest that educational policy, counseling programs, and student skill-building initiatives should incorporate motivational enhancement components.