Ritualistic practices performed by primary and secondary school students to cope with exam stress

In this thesis study, students at the primary and secondary education levels were asked whether they know the concepts of taboo, totem, fetish, luck, and ritual; if they do, where and when they learned them; in what situations they perform totems and rituals; and under what circumstances they carry fetish objects with them. Based on the responses obtained, the study reveals the ages at which students learn and internalize these concepts. Furthermore, it examines the beliefs students hold to overcome exam stress, achieve greater academic success, or enhance long-term learning, and includes visual representations of their fetish objects when shared. The research focuses on understanding what kinds of taboos, lucky objects, fetish items, and rituals students rely on to manage psychological exam pressure, feel more confident in their academic abilities, and increase their motivation. The findings are presented from a folkloric perspective. During the study, participants' real names were not used; only their gender and school grade were recorded. Structured questionnaires were used to collect data. Students were reached through multiple digital platforms (WhatsApp, Zoom, Google Meet), and digital questionnaires were distributed via Google Forms. In addition, two students were interviewed face-to-face to obtain more in-depth responses. Students were also given the option to submit photographs of their fetish items for inclusion in the thesis, and such visuals were incorporated accordingly.