Impact of Self Esteem and Social Support on Examination Anxiety Among Medical and Law Students in Godfrey Okoye University.

Abstract

This study examined the influence of self-esteem and social support on examination anxiety among medical and law students in Enugu State. Guided by the Self-Determination Theory, Sociometer Theory, Attachment Theory, Buffering Hypothesis, Cognitive Appraisal Theory, and the Yerkes-Dodson Law, the research employed a correlational survey design involving 120 undergraduate students. Data were collected using standardized instruments: the Rosenberg Self-Esteem Scale, the Multidimensional Scale of Perceived Social Support (MSPSS), and the Westside Test Anxiety Scale (WTAS). Results revealed that negative self-esteem was positively associated with higher examination anxiety, while positive self-esteem and family support significantly reduced anxiety levels. Age and gender also emerged as significant demographic predictors. The hierarchical regression model explained 34% of the variance in examination anxiety, with self-esteem being the strongest predictor. These findings highlight the importance of targeted interventions that strengthen students’ self-worth and family-based support systems in order to mitigate anxiety in high-pressure academic environments.