Emotional Exhaustion and Time Management as Predictors of Glossophobia Among Muslim University Students in The Gambia

Abstract

One of the most common psychological obstacles to academic achievement among college students worldwide is glossophobia, or the fear of public speaking. There is still a dearth of empirical study on glossophobia in Muslim-majority African contexts, despite its widespread occurrence and its effects. In light of the particular confluence of academic expectations, Islamic beliefs, and sociocultural norms that define Gambian higher education, this study examined emotional fatigue and time management in relation to glossophobia among Muslim university students in The Gambia. The study used a quantitative, cross-sectional correlational design to gather data from 200 participants selected by multi-stage stratified random sampling from four postsecondary institutions: the Management Development Institute (MDI), the International Open University (IOU), the American International University West Africa (AIUWA), and the University of The Gambia (UTG). A structured questionnaire was used to administer three validated, modified scales: the Glossophobia Scale (GS, α =.86), the Time Management Scale (TMS, α =.81), and the Emotional Exhaustion Scale (EES, α =.84). SPSS version 26 was used to analyze the data. Research Questions 1 to 3 were answered using descriptive statistics (mean and standard deviation), and Research Questions 4 and 5 were answered using Pearson Product-Moment Correlation. The findings showed that emotional exhaustion (grand mean = 3.51), time management (grand mean = 3.15), and glossophobia (grand mean = 3.58) were all at moderate-to-high levels among the students sampled. A strong negative correlation was found between time management and glossophobia (r = −.55, p <.001), and a strong positive correlation was found between emotional exhaustion and glossophobia (r = .63, p < .001), both statistically significant. These results indicate that students who report greater emotional exhaustion tend to experience greater glossophobia, while students with stronger time management skills tend to experience less glossophobia. The Job Demands-Resources (JDR) Model, the Stress and Coping Theory, and the Cognitive Load Theory serve as theoretical foundations for these findings, which are contextualized within Islamic psychological principles such as ṣabr (patience), tawakkul (trust in God), and the Islamic imperative of 'ilm (knowledge). According to the study's findings, glossophobia among Muslim students in the Gambia is a dynamic, treatable problem that may be addressed by institutions. For university administrators, faculty, counselors, and students, evidence-based recommendations are presented with a focus on wellness initiatives, time management training, gender-sensitive support systems, and faith-informed counseling techniques. Future prospects for longitudinal and mixed-methods research are explored, along with the limitations of the cross-sectional approach.