An overlooked academic stressor: deadline anxiety among design students
Abstract
This study investigates the underexplored phenomenon of deadline anxiety among undergraduate design students, a unique form of academic stress caused by frequent and overlapping assignment deadlines. Unlike the well-researched test anxiety, deadline anxiety is particularly prevalent in design disciplines due to the emphasis on practical and technical courses, which require students to complete multiple comprehensive design projects. Utilizing a structural equation model, this study examines the roles of Time Management, Self-Efficacy, Time Efficacy, and Psychological Resilience in mitigating deadline anxiety. The results reveal that time monitoring directly reduces deadline anxiety, while self-efficacy and time efficacy do not have significant direct effects. However, psychological resilience serves as a key mediator, indirectly alleviating anxiety when enhanced by self-efficacy and time efficacy. The findings underscore the importance of structured time management training and resilience-building strategies to help design students manage their unique academic pressures effectively. Furthermore, enhancing psychological resilience allows students to view challenges as opportunities for growth, thus improving both academic performance and emotional well-being. Given the impact of deadline anxiety on creativity and long-term development, future research should explore additional mediating factors and develop targeted support strategies.
Keywords
References
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DOI: https://doi.org/10.11591/edulearn.v20i3.24909
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