Lack of study space and financial issues are associated with higher test anxiety in online exams, and reliable technology with lower¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2022 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Students with access to reliable technology showed lower test anxiety, while students with a lack of study space or financial issues showed higher test anxiety. → Conijn 2022

Evidence¶

Conijn 2022¶

Conijn, R., Kleingeld, A., Matzat, U., & Snijders, C. (2022). The fear of big brother: The potential negative side-effects of proctored exams. Journal of Computer Assisted Learning, 38(6), 1521-1534. https://doi.org/10.1111/jcal.12651

q2 · i? · associational · r2

Multi-level model M3 (Table 4) on test anxiety in online exams; contextual factors accounted for 6% of explained variance on top of proctored exams. The study reports "students who had access to reliable technology showed lower test anxiety, and students who had a lack of study space or financial issues showed higher test anxiety"; hypothesis 2.3 was supported.

"students who had access to reliable technology showed lower test anxiety, and students who had a lack of study space or financial issues showed higher test anxiety."

Discussion¶

Learner Variables¶

Affect Regulation — outcome: instruction changes it
Academic Anxiety — outcome: instruction changes it

Large shares of students faced technology problems serious enough to impede course participation: 44 percent internet connectivity and 23 percent hardware/software issues — related
Teachers identify attendance, unreliable devices, prior academic gaps, and COVID-related disruption as compounding contextual barriers to persistence — related
In informal virtual programs, technology access was the first and most significant barrier to participating in Hero Elementary — related
Infrastructure inequities — chronic bandwidth limitations, power outages, and device incompatibility — severely disrupt proctored assessments and exacerbate educational disadvantages in low-resource settings — related
Higher internet literacy is associated with lower test anxiety in online exams — related
Students taking online and proctored online exams report higher test anxiety than students taking on-campus exams and non-proctored online exams — related
Test anxiety is negatively associated with exam performance, and no moderation by proctoring was detected — related
Proctored online exams show no effect on students' perceived exam difficulty — related
Student anxiety under remote proctoring is mixed: some students report reduced anxiety from home comfort and no travel, while others face anxiety from connectivity issues and fear of wrongful accusations — related
Familiarity with online and proctored exams, approximated by exam quartile, shows no effect on test anxiety — related

Page metadata

Field	Value
`type`	`claim`
`id`	`contextual-factors-increase-test-anxiety`
`title`	`Lack of study space and financial issues are associated with higher test anxiety in online exams, and reliable technology with lower`
`description`	`Lack of study space and financial issues are associated with higher test anxiety in online exams, and reliable technology with lower`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2022`
`source_checked`	`2026-10-17`
`generated`	by `process:wiki-ingest` on `2026-10-12`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `conijn-2022`

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