All over the world, many students experience examination-induced stress. This study explored the problem and factors associated with managing of examination induced stress among university students in Nigeria using FEAR-Model of cognitive behavioural intervention. The study employed a randomized pretest-posttest framework. A total of 159 students (38 males and 42 females in treatment group; 41 males and 38 females in waitlisted control group) participated in the study. The recruited participants were assigned to two comparison groups using sequence allocation method. The Exam Stress Scale was used as the instrument for assessing the condition of students at Time 1, Time 2, and Time 3 respectively. A 16-session treatment manual for examination was utilized by the therapist to deliver the therapy. The result of repeated analysis of variance showed that the FEAR-model of CBT was a beneficial intervention with therapeutic effect in managing participants’ examination-induced stress scores as measured with Exam Stress Scale at posttest and follow-up stages. The study concludes that FEAR – Model of Cognitive Behavioural Therapy is efficacious in the reduction of examination-induced stress among undergraduate students in public universities.

在世界各地，许多学生经历考试引起的压力。这项研究使用认知行为干预的FEAR模型探讨了尼日利亚大学生应对考试诱发的压力的问题和因素。该研究采用了随机的前测-后测框架。共有159名学生（治疗组为38名男性和42名女性；对照组为41名男性和38名女性）参加了研究。使用序列分配方法将招募的参与者分配到两个比较组中。考试压力量表用作分别评估时间1，时间2和时间3的学生状况的工具。治疗师使用了16疗程的治疗手册进行检查，以进行治疗。重复方差分析的结果表明，CBT的FEAR模型是一种有益的干预措施，具有治疗参与者在考试后和随访阶段用考试压力量表测量的考试诱发的压力评分的治疗效果。研究得出的结论是，FEAR –认知行为疗法模型可有效减少公立大学本科生考试引起的压力。