Academic Ritualistic Behaviours and Exam Stress: Insights from Generation Z Undergraduates in Sri Lanka

Abstract

This study explores the role of Academic Ritualistic Behaviours (ARB) in managing exam stress among Generation Z university students in Sri Lanka. Exams are often highly stress-inducing events, and this research aims to examine how ritualistic behaviours rooted in personal, cultural, generational, and psychological frameworks help students in managing exam-related stress. Semi-structured interviews were conducted with six undergraduates between ages 18 to 26, till data saturation. The interview transcripts were thematically analysed using Braun and Clarke’s (2006) framework, and the analysis gave rise to three themes: (1) Personal and cultural anchors: Rituals rooted in family, tradition, and peer influence; (2) Rituals as emotional needs: Objects, music, and symbolic actions providing comfort and focus; and (3) Technology-infused rituals: Apps, digital platforms, and manifestation practices shaping modern coping. While rituals promoted reassurance and structure, overreliance sometimes heightenedanxiety when disrupted, highlighting the double-edged nature of such practices. The Findings suggest that academic ritualistic behaviours influenced by cultural heritage and digital practices contribute to resilience, focus, and emotional stability during exams, but also reveal potential risks of overreliance. They emphasise the need for educators and researchers to acknowledge both benefits and risk associated with these behaviours when addressing student wellbeing.