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Students’ Emotions Toward Assessments: A Systematic Review

Author

Listed:
  • Yenny Marcela Aristizábal Gómez

    (Facultad de Ciencias de la Educación, Universidad del Magdalena, 470002 Santa Marta, Colombia)

  • Ángel Alfonso Jiménez Sierra

    (Facultad de Ciencias de la Educación, Universidad del Magdalena, 470002 Santa Marta, Colombia)

  • Jorge Mario Ortega Iglesias

    (Facultad de Ciencias de la Educación, Universidad del Magdalena, 470002 Santa Marta, Colombia)

Abstract

This systematic review aims to identify and analyze studies that address emotions related to assessment processes. Using the PRISMA methodology, we reviewed 15 studies published between 2019 and 2024. The search took place between January and April 2025 across the following databases: Scopus, Web of Science, Redalyc, Scielo, ProQuest, Dialnet, and ScienceDirect. The findings show that anxiety emerges as the most frequent emotion, particularly in standardized, oral, or memory-based assessments. In contrast, positive emotions such as hope, pride, and satisfaction appear more prominently in contextualized and collaborative assessments. These results highlight the crucial role of the emotional dimension in assessment processes, as emotions can either enhance or hinder learning outcomes. We conclude that assessment practices require rethinking by integrating the emotional dimension as a formative axis in their design and implementation.

Suggested Citation

  • Yenny Marcela Aristizábal Gómez & Ángel Alfonso Jiménez Sierra & Jorge Mario Ortega Iglesias, 2025. "Students’ Emotions Toward Assessments: A Systematic Review," Social Sciences, MDPI, vol. 14(11), pages 1-20, November.
    • Handle: RePEc:gam:jscscx:v:14:y:2025:i:11:p:652-:d:1789111
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