Abstract
This article thoroughly explores the impact of exam-related stress on students’ academic motivation. The study aims to determine how psychological tension during exams affects students’ learning engagement, self-esteem, emotional stability, and motivation level. Research methods were selected based on the study model: analytical and theoretical analysis of psychological and pedagogical literature; empirical methods, including interviews, an author-designed student questionnaire, Dembo-Rubinstein’s methodology for the «diagnosis of self-esteem», A.A. Rean’s «Achievement Motivation and Fear of Failure» method, and the «State and Trait Anxiety» method by C.D. Spielberger and L. Khanin. The results revealed increased anxiety levels, decreased self-esteem, and changes in students’ academic motivation due to exam-related stress. Empirical findings confirmed the negative influence of exam stress on the learning process. To prevent these phenomena, strengthening psychological support for students, developing stress management skills, and creating a supportive educational environment are recommended. The study’s findings can enhance psychological services in educational institutions, improve exam process organization, and support students’ personal and academic development.