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Abstract
Examination stress is a widespread and significant factor that negatively affects students’ academic performance, psychological well-being, and overall health. The implementation of psychological workshops allows the problem of examination stress to be considered not only as an individual psychological issue but also as a managerial task within an educational institution. A high proportion of students experiencing stress, along with a significant percentage reporting subjective unpreparedness for examination sessions, may indicate the presence of systemic risks to academic performance and the stability of the educational process.
The relevance of this study is determined by the need to develop and implement effective practice-oriented tools aimed at fostering self-regulation skills under conditions of intensive academic workload. During the workshop sessions, participants mastered a number of rapid stress-relief methods and cognitive-behavioral techniques. The results of the workshops demonstrated a reduction in emotional tension within the groups, the emergence of a sense of control, and confirmed the high practical value of the acquired tools, particularly for task structuring and cognitive reframing.
Practice-oriented workshops confirm the possibility of managing stress in the student environment and can be recommended for systematic implementation in universities.