A Strategic Perspective on the LGS and YKS Process

LGS and YKS are significant transition points for students and parents within our current education system. Although this can be debated, when viewed from this perspective, the exam preparation process gains great importance for both students and parents. When the subject is reaching a goal or shaping an individual’s future, the process inevitably takes on an anxiety-driven nature. A student with a high level of anxiety cannot perform as desired during the exam. For this reason, these exams should not be evaluated solely as assessments of knowledge and interpretation skills, but also as tactical exams. Students who can focus their attention and control their anxiety tend to be more successful than others. First of all, the student should have numerical information such as the number of students competing in the same group, the success rates and quotas of the schools and departments they wish to enter. This data is important for the student in determining their goals, study pace, study methods, and motivation, both nationally and at the provincial level. In addition, LGS and YKS exams are not only exams of knowledge and reasoning, but also tactical exams. Beyond knowledge and reasoning, they measure attention, anxiety control, and time management skills. Knowing and applying test techniques, managing time effectively, and applying anxiety control methods before and during the exam help students stand one step ahead of others.

Is Anxiety Control Important in Exams?

Anxiety, like other emotions, is natural and necessary to experience. The key point is not to eliminate anxiety entirely, but to keep it at a manageable level so that it does not hinder learning or reduce performance. Excessive anxiety prevents individuals from using their energy efficiently and directing their attention and effort toward the task at hand. On the other hand, when there is no anxiety at all, there is no motivation or driving force to take action. A moderate level of anxiety motivates individuals, encourages effort, and supports goal attainment. Whether during preparation or during the exam itself, a controlled level of anxiety should be present.

How Does Exam Anxiety Develop?

Exam anxiety has many causes and should not be considered merely a symptom that emerges during the exam year. Contributing factors may include the meaning attributed to success during childhood, unconscious verbal and non-verbal messages from parents or caregivers suggesting that acceptance and love depend on achievement, past negative academic experiences, the meaning assigned to exams, perfectionist tendencies, and negative thought patterns.

What Are the Symptoms of Exam Anxiety? How Can We Tell if a Student Is Experiencing Exam Anxiety?

Like other emotions, exam anxiety presents itself through various symptoms that can be categorized as physical, cognitive, and behavioral. Physical symptoms include heart palpitations, rapid breathing, trembling in the hands and feet, sweating, facial flushing, and muscle tension. Cognitive symptoms include difficulty concentrating, forgetfulness, and difficulty understanding what is read. Behavioral symptoms include avoidance behaviors such as quitting studying or procrastinating. In other words, our nervous system consists of two parts: one that operates under voluntary control (such as moving an arm), and another that operates involuntarily (such as heart rate or blinking). The parasympathetic nervous system controls involuntary vital functions, while the sympathetic nervous system governs voluntary actions. The sympathetic nervous system is activated in situations such as physical fatigue, excitement, or fear, increasing bodily speed and energy consumption. For example, when we see a car approaching rapidly, our heart rate increases, adrenaline rises, and we instinctively move to escape. The parasympathetic nervous system, on the other hand, slows the body down during sleep and relaxation, conserving energy.

How Does the Sympathetic Nervous System Activate Before or During an Exam?

Just as seeing a car approaching us triggers our nervous system to perceive danger and initiate a fight-or-flight response, the concept of an “exam” can function as a false alarm for some students. In such cases, perception weakens, details become blurred, and reading or understanding questions becomes difficult. As a result, exam preparation or the exam itself may turn into a distressing experience, leading to irritability and tension. While studying, students may struggle to focus; during the exam, they may be unable to recall information they know well. Questions that could normally be solved with ease become difficult, and careless mistakes increase. Procrastination behaviors may also emerge. Ultimately, this creates a vicious cycle. What activates the sympathetic nervous system before or during the exam is not the exam itself, but the meaning attributed to it by the student and their parents. For example, if an exam is perceived as “the end of life,” exam anxiety is likely to occur.

Why Does the Preparation Process for Exams Like LGS and YKS Feel Difficult for Students?

• Maintaining consistent self-discipline over a long preparation period is not always easy. Computer games, phone messaging, and social interactions are strong distractions, and prioritizing studying over these activities can be challenging. Individuals with strong impulse control and the ability to delay gratification are more advantaged in this process.
• During preparation, students need to recognize their strengths, areas for development, and learning gaps, and organize their study methods accordingly. Proper guidance is important; however, adolescence often brings resistance and oppositional attitudes that can negatively affect the preparation process.
• Applying exam strategies and test techniques through practice exams is essential. Attention, anxiety, and motivation are skills that can be developed. Individual differences, weak coping skills, difficulty in self-motivation, and a tendency to lose hope quickly can disrupt the process. When negative automatic thoughts combine with perceptions that exams are difficult, they create greater cognitive chaos. However, the distribution of easy and difficult questions in exams is predetermined and proportionate. Although some test sections may vary in difficulty due to the selective nature of exams, success ultimately depends on disciplined and consistent study habits.

Tactics for LGS and YKS

• Solving past LGS–TYT–AYT questions provides effective practice. Solving these under real exam time conditions helps students regulate their speed.
• Instead of attempting to learn new topics close to the exam date, reinforcing learned material and increasing accuracy in strong subject areas is more beneficial.
• Proper sleep, balanced nutrition, and a strong immune system support attention and reasoning skills. Maintaining a biological rhythm and getting 8–9 hours of sleep, especially during hours when melatonin is released, is crucial for memory processing and REM sleep quality.
• To avoid mental fatigue, studying is generally not recommended the day before the exam. This may vary based on individual differences; students should act in the way that helps them feel calm and comfortable.
• Having breakfast on exam day is recommended, but students who do not normally eat breakfast should avoid changing their routine. It is also advisable to avoid unfamiliar foods.
• During the exam, techniques such as regulating breathing, stimulating saliva production, taking a sip of water, applying test strategies, and managing time effectively help control anxiety.
• Finally, we emphasize the importance of normalizing this process as much as possible and wish success to all students taking these exams.

Yudum TAN AKIN
İTK Schools Guidance and Counseling Coordinator