Shahar, G., Elad-Strenger, J., & Henrich, C. C. (2011). Testing the vulnerability-stress model of depression in adolescence. Journal of Youth and Adolescence, 40 (12), 1641–1652.

Limitations of existing research include a predominance of cross-sectional studies (which cannot establish causality) and a focus on Western, high-income educational systems. Future research should investigate TDA in online testing environments, the role of artificial intelligence proctoring as a stressor, and culturally adapted interventions.

Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88 (5), 1653–1670.

von der Embse, N., Jester, D., Roy, D., & Post, J. (2018). Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review. Journal of Affective Disorders, 227 , 483–493.