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The aim of the study was to identify the determinants of dyslexic and non-dyslexic students’ choice of reading strategies for exams, as well as the mediating factors – in this case, exam stress – in the relationship between perceived educational support and the use of specific reading strategies. The study groups consisted of students diagnosed with dyslexia (N=540) and students without dyslexia (N=540), aged 14 to 15 years. The tools used in the study were the Metacognitive Awareness of Reading Strategies Inventory, developed by Mokhtari and Reichard, the Students’ Perceived Sources of Test Anxiety, developed by Bonaccio and Reeve, and the Educational Support Questionnaire, developed by Gindrich. The study followed a correlational design. Descriptive statistics, Pearson’s r correlations, and regression analysis were used to analyze the results using model templates for PROCESS for SPSS and SAS (Hayes, 2018). The study established relationships between perceived educational support and the declared use of particular reading strategies (global, support, and reading problem-solving strategies) and stressors in exam situations. The results of the study indicate that only among dyslexic students was there a moderating role of exam stress in the relationship between perceived educational support and the declared choice of global reading strategies.

Common stressors amongst postsecondary students are exam-induced anxiety and stress. The purpose of this study was to measure stress alterations in the student population around examinations and determine how they affect electroencephalogram (EEG) profiles and memory scores. Twenty university students were measured multiple times in the study. During each measurement, participants were administered a cortisol saliva test and an EEG. We hypothesized that cortisol levels, memory scores, and EEG profiles would all demonstrate changes near examinations. The brain regions of interest (ROIs) were the parahippocampal gyrus, the medial frontal gyrus, and the middle frontal gyrus. Results demonstrated that memory performance and parahippocampal activity were correlated, specifically in the 5–9 Hz frequency band. Correlations were also computed between cortisol levels, memory performance, and parahippocampal activity. The medial frontal gyrus also displayed changes in the mean (19–20 Hz) current source density (CSD) throughout the experiment. The middle frontal gyrus activation was highly variable during the different measurement time points. Essentially, when an individual’s memory scores were consistent between exam and nonexam trials, there was an increase in middle frontal gyrus activation during examination periods. Lastly, the right parahippocampal gyrus was found to be the most activated one day away from examination time. These results indicate that memory scores are related to cortisol levels and examination periods, but most importantly, there are overt and predictable alterations in student EEG profiles near examinations.

The purpose of the study was to find whether there were differences in cortisol awakening response (CAR) between a neutral day and an exam day in a group of female students and to explore possible relationships between CAR, self-reported affect, and exam performance. A group of 25 female students took samples of their saliva using Salivettes at the moment of waking and after 30 min. They then described their affect using the PANAS scale. Measures were taken twice: three days before an examination and on the day of the examination. The level of free cortisol in saliva samples was determined using enzyme immunoassay. The integrated volume of cortisol (CARauc) was significantly higher on the day of the exam than on the neutral day. There were also significant differences in affect, with negative higher and positive lower on the exam day, but correlations between cortisol measures and self-reported affect were low and not significant. A negative relationship between integrated volume of cortisol (CARauc) and exam performance was also found. Anticipated exam stress caused a significant increase in CAR in female study participants when compared to a neutral day, but only in the case of integrated volume of cortisol over the waking period (CARauc). The negative relationship between this measure and exam performance can be explained by attributing CARauc to negative expectations concerning the anticipated exam.

Background Knowledge of mental distress and resilience factors over the time span from before to after a stressor is important to be able to leverage the most promising resilience factors and promote mental health at the right time. To shed light on this topic, we designed the RESIST (Resilience Study) study, in which we assessed medical students before, during, and after their yearly exam period. Exam time is generally a period of notable stress among medical students, and it has been suggested that exam time triggers mental distress. Objective In this paper, we aim to describe the study protocol and to examine whether the exam period indeed induces higher perceived stress and mental distress. We also aim to explore whether perceived stress and mental distress coevolve in response to exams. Methods RESIST is a cohort study in which exam stress functions as a within-subject natural stress manipulation. In this paper, we outline the sample (N=451), procedure, assessed measures (including demographics, perceived stress, mental distress, 13 resilience factors, and adversity), and ethical considerations. Moreover, we conducted a series of latent growth models and bivariate latent change score models to analyze perceived stress and mental distress changes over the 3 time points. Results We found that perceived stress and mental distress increased from the time before the exams to the exam period and decreased after the exams to a lower level than before the exams. Our findings further suggest that higher mental distress before exams increased the risk of developing more perceived stress during exams. Higher perceived stress during exams, in turn, increased the risk of experiencing a less successful (or quick) recovery of mental distress after exams. Conclusions As expected, the exam period caused a temporary increase in perceived stress and mental distress. Therefore, the RESIST study lends itself well to exploring resilience factors in response to naturally occurring exam stress. Such knowledge will eventually help researchers to find out which resilience factors lend themselves best as prevention targets and which lend themselves best as treatment targets for the mitigation of mental health problems that are triggered or accelerated by natural exam stress. The findings from the RESIST study may therefore inform student support services, mental health services, and resilience theory.

The aim of the work was to: 1) evaluate the indicators of students' reactions to exam stress, identity style and anxiety and compare them according to the subjects’ sociodemographic characteristics; 2) identify possible correlations between the selected variables and use them to evaluate the prognostic value of high school students' anxiety and identity style indicators for exam stress. The study involved 164 students (101 female and 63 male) in grades 10-12. Their age was 16 - 19 years (M=17.3; SD=0.91). Examination Stress Scale for Adolescent Students (Sung, Chao, 2014) was used to assess the responses to exam stress; the identity style was determined by the 5th version of the Identity Style Inventory (Berzonsky, Soenens, Luyckx, Smits, Papini, & Goossens, 2013), and anxiety was measured by the State-Trait Anxiety Inventory (Spielberger, Gorsuch, & Lushene, 1970). Exam stress responses have been found to be more pronounced in females, their identity styles are more mature than those in males, but they experience a stronger sense of anxiety. Individual responses to exam stress, anxiety and identity styles are related to the students’ age and progress. The following key relationships between the exam stress, identity states and anxiety among students have been revealed: 1) students with a more mature identity style are characterised by stronger responses to the exam stress; 2) the stronger the expression of anxiety in high school, the more exam stress they experience. Regression analysis of the results revealed that more mature identity styles and reactive and personal anxiety predict students’ responses to the exam stress.

En temel seviyede, stres bedenimizin bir durum ya da yaşam olayından kaynaklanan baskıya tepki vermesidir. Stresin bireyde meydana getirdiği sonuçlar, sosyal ve ekonomik koşullar, yaşanılan çevre ve kişilik özelliklerine göre, kişiden kişiye değişkenlik gösterebilmektedir. Kişi, yaşadığı sürece stresten tamamen kaçması ve hiç tecrübe etmemesi mümkün değildir. Ancak stresli durumları yönetmeyi ve onun olumsuz etkilerini azaltmayı öğrenebilir. Birey yaşadığı olumsuz olaylara ilişkin algısını değiştirme, egzersiz, gevşeme, meditasyon, gerekirse beslenme şeklini değiştirme, aile ve arkadaş gruplarının desteğini alma gibi yöntemler kullanabilir. Ayrıca anlam veremediği durumların üstesinden gelebilmek için dini başa çıkma yöntemlerine de başvurabilmektedir. Bu çalışmada, insan yaşamının pek çok alanında etki sahasına sahip olan dindarlık olgusu ile her bireyin yaşamı boyunca karşılaştığı sınav stresi arasındaki ilişki araştırılmıştır. Çalışmanın örneklem grubunu 2019-2020 yılında Amasya Üniversitesi Eğitim Fakültesi'nde öğrenim gören 361 öğrenci oluşturmaktadır. Anket çalışmasını yürütebilmek amacıyla gerekli izinler alınmıştır. Katılımcı gruba anket sorularının tarafsız olarak cevaplanması gerektiğine yönelik bilgi verilmiştir. Araştırmanın sonucunda elde edilen veriler SPSS Statistics (22) paket programı kullanılarak incelenmiştir. Çalışma sonucunda sınav stresi ve dindarlık arasında anlamlı ilişki tespit edilememiştir. Değişkenlerin alt boyutları bakımından ilişki incelendiğinde kuruntu ve bilgi-ibadet alt boyutları arasında pozitif güçlü düzeyde bir ilişki belirlenmiştir. Ayrıca duyuşsallık ve inanç-etki alt boyutları arasında negatif ve zayıf düzeyde bir ilişki, duyuşsallık ve bilgi-ibadet alt boyutları arasında pozitif güçlü bir ilişki olduğu belirlenmiştir. The most basic level of stress is that our body reacts to pressure caused by a situation or life event. The results of stress for each individual can vary from person to person according to social and economic conditions, environment, and personality characteristics. It is not possible for the person to escape from the stress completely and not to experience it as long as he/she lives. However, s/he can learn to manage stressful situations and reduce its negative effects. Individuals can use methods such as changing the perception of adverse events, exercise, relaxation, meditation, changing the diet if necessary, and additionally getting the support of family and friends. Furthermore, the person can resort to religious coping methods to overcome situations that do not make sense. In this study, the relationship between the phenomenon of religiosity, which affects many areas of human life, and the stress of exam that each individual has encountered at least throughout his/her life was investigated. The sample group of the study consists of 361 students studying at Amasya University Faculty of Education in 2019-2020. Necessary permissions were obtained to conduct to survey study. Each person in the sample group was informed that they should answer the survey questions as impartially. The data obtained from the study were analysed by using the SPSS Statistics (22) package program. As a result of the study, no significant relationship was found between exam stress and religiosity. When the relationships on the basis of sub-dimensions were examined, it was determined that there was a positive strong relationship between delusion and knowledge-worship sub-dimensions and a negative and weak relationship between affective and belief-effect sub-dimensions. Additionally, it was determined that there was a positive and strong relationship between affective and knowledge-worship sub-dimensions.

La performance académique, qui devient une des préoccupations principales de l’école, est mesurée dans la majorité des cas par l’évaluation scolaire. Etant une source du jugement permanent, l’évaluation crée du stress chez les élèves et compromet le sentiment de bien-être à l’école. Nous revenons sur la notion de stress d’évaluation pour essayer de mieux comprendre ce phénomène et proposons des pistes permettant de l’étudier et, nous l’espérons, d’améliorer l’environnement de l’apprentissage scolaire. Academic performance gradually becomes the main concern at school and is thoroughly measured by a school assessment which turns to be the source of constant judgment and jeopardizes children’s well-being. In this article, we tackle the notion of exam stress in order to better understand this phenomenon and to renew the ways to study it, facing a real need to improve learning environment at school.

This study was conducted to draw attention to the issue of foreign language learning anxiety which negatively affects the foreign language learning process. It is based on the relationship between test anxiety and the gender of students which is one of the demographic features. 120 English language preparatory students at A1 level from Tishk International University Preparatory School, Iraq were selected to participate in the study. Also, an examination anxiety questionnaire consisting of 22 items was applied and the data were analyzed statistically. The important finding of the study is that students who learn English as a foreign language in a multicultural and multilingual environment in Erbil in Iraq, a Middle East country, clearly show that there is no significant relationship between gender and test anxiety. The only problem seemed to be insecurity, discomfort and lack of motivation caused by test anxiety.

Everybody experience anxiety from time to time. Examinations are a part of academic curriculum. These are often tiresome and extremely stressful for students at any level of education. Stressful feelings can alter the ability to think during examinations. Aims & Objectives:1.To determine the prevalence of anxiety among first year medical students. 2. To find out sex predominance in anxiety among medical students. 3. To determine the association between anxiety and examinations among medical students. 4. To grade the anxiety level among them. A Cross sectional study was carried out among 150 first year medical students of Tirunelveli medical college who had spent more than 6 months in college. The students were assessed during the period with and without examinations. Anthropometric variables of students such as weight, height and BMI were assessed. Prevalence of anxiety was assessed using a structured validated questionnaire. The Hamilton Anxiety Scale(HAM-A) with a cut off score for various levels of anxiety was used. The students were subjected to the questionnaire both prior to and during the examination. All 150 students completed the questionnaire. The mean age of students was 18 years. Data were analyzed using paired “t” test A high prevalence of anxiety(p

Introduction: Academic stress is prevalent among pharmacy students. Several factors such as hectic schedules, courses and exam load as well as lack of recreational time during semester have been reported as determinants of academic stress. Studies revealed; the use of aroma oils especially with relaxant properties may help ease stress. Methods: This study aimed to investigate the effect of lavender oil on academic stress during exams in pharmacy students. A randomized-single-blind placebo-controlled trial providing aromatherapy with lavender oil as an intervention was conducted in male pharmacy students. The outcomes assessed included stress, stool pattern, headache and vital signs that comprised of systolic, diastolic blood pressure (SBP and DBP) and heart rate (HR). The study was approved from concerned authority and registered in ClinicalTrials.gov (NCT#03460626). Results: The placebo and experimental group showed a significant (p 0.05) and, at post-exam time-point (p > 0.05). Conclusion: Aromatherapy with lavender oil did not have any effect on academic stress. Trial registration: The study was registered prospectively on ClinicalTrials.gov (NCT#03460626) on 19th February 2018. Keywords: Academic stress, Pharmacy students, Aromatherapy, Randomized controlled trial, Lavender, Exam stress, Heart rate, Blood pressure

Test anxiety is an individual personality trait, which results in elevated state anxiety in situations of performance evaluation. For school-age children, high-stakes examinations occurring at the culmination of programmes of study are where they frequently experience such evaluation. Alongside its impact on an individual's wellbeing, heightened test anxiety has been reliably linked to deficits in performance on examinations and assessments. Attentional bias has been shown to be an aspect of many forms of anxiety and is considered to have role in the maintenance of state anxiety, though the mechanisms underlying this are not fully clear. However, Attentional Control Theory (Eysenck, Derakshan, Santos, & Calvo, 2007) implicates preferential allocation of attention to threat in its explanation of performance deficits associated with test anxiety. The presence of attentional bias in test anxiety appears theoretically plausible with some empirical support (e.g. Putwain, Langdale, Woods and Nicholson, 2011); however, its reliability is under question. This study aims to investigate the presence of attentional bias in test anxiety, with a view to further understanding its underlying mechanisms and informing the development of interventions to ameliorate its effects. To ensure ecological validity, this study was conducted in schools and colleges, with a sample of 16-18-year olds following high-stakes programmes of study. Full investigation of test anxiety requires individuals to experience heightened state anxiety through performance evaluation threat; hence, the Trier Social Stress Test (TSST) was modified to make it applicable to this context and population. This study was conducted in two experimental phases, both of which adopted a mixed methodological approach to provide quantitative and qualitative data. The preliminary phase evaluated the materials and anxiety manipulation protocols. The main phase employed the modified-TSST in collaboration with a dot-probe task to investigate participants' attentional bias when under high performance evaluation threat. No patterns of attentional bias were uncovered to indicate a consistent relationship to either trait test anxiety or attentional control. However, there was a level of congruence between how some individuals describe themselves in evaluative situations and the attentional bias they displayed. Further investigation employing mixed methodological approaches such as Single Case Experimental Design is recommended to identify and address attentional bias in test anxiety.

Bu çalışma; ortaokul öğrencilerinin TEOG (Temel Eğitimden Ortaöğretime Geçiş) sınavlarının yaklaştığı zaman diliminde yaşadıkları stres düzeyini belirlemede kullanılacak bir ölçek geliştirmek amacıyla yapılmıştır. Konu ile ilgili uzmanların görüşü alınarak 44 maddeden oluşan taslak bir ölçek hazırlanmıştır. Bu ölçek, 2013 - 2014 Eğitim-Öğretim yılı 2. Dönemde Siirt’te 3 ortaokulda okuyan 260 öğrenciye TEOG sınavlarından 3 gün önce uygulanmıştır. Elde edilen veriler ile madde analizleri, açımlayıcı ve doğrulayıcı faktör analizleri yapılmıştır. Buna göre 21 maddeden oluşan “Duygusal çöküntü”, “Fiziksel yakınmalar”, “Sosyal belirtiler” ve “Duygusal yoğunluk” olarak adlandırılan 4 alt boyuttan oluşan bir ölçek geliştirilmiştir. Ölçeğin Cronbach Alpha güvenirliği .91 olarak hesaplanmış ve varyansın yaklaşık %55’ini açıkladığı tespit edilmiştir. Doğrulayıcı faktör analizi sonucunda χ²/sd değeri 1.595; RMSEA’nın değeri ise 0.048 olarak bulunmuştur. Ayrıca GFI, AGFI, NFI ve CFI uyum değerleri kabul edilebilir düzeyde ve sırasıyla 0.90, 0.88, 0.86 ve 0.94 olarak elde edilmiştir. Abstract:This study was carried out to develop a scale that aims at defining the stress level of the secondary school students within a few days before they take a mandatory state exam called TEOG (General High Schools Entrance Exam conducted by the Ministry of Education). Having gathered the opinions of the experts in field, the first draft of the scale that has 44 items in total was prepared. The scale was applied to 8th grade students from three different schools three days before TEOG examinations. Reliability and validity issues were checked according to the data obtained from 260 students from three different schools in the second term of 2013-14 educational years in Siirt. Item analysis, exploratory factor analysis, and confirmatory factor analysis were used accordingly. The reliability (alpha) value of the scale was .91. Finally, it was evaluated that the number of the items in the final draft of the scale had to be decreased to 21 items and 4 sub-dimensions namely Emotional Distress, Physical Complaints, Social Symptoms, and Emotional Intensity. It was discovered that it explained 56% of the variance. According to results of confirmatory factor analysis, χ²/sd value was 1.595, and RMSEA value was .048. These results show that the scale has a perfect consistency. In addition, GFI (.90), AGFI (.88), NFI (.86), and CFI (.94) values are acceptable.

This publication discusses the protective effects of on the body under conditions of exam stress. The purpose of this study was to determine the effect of a herbal remedy «Aroura Tan No. 7» on functional state students during exam stress. The study was conducted at the Centre for Health Centre for medical prevention of Ulan-Ude. Functional state of these students was evaluated by the temporal and spectral analysis of heart rate variability (HRV). Analysis of the spectral characteristics of HRV showed that during the exam total spectral power was reduced, compared with those obtained in a state of the regular school day. In addition, examination stress causes an increase in the proportion of very slow-wave period (WLF). Psycho-emotional stress during exams show lower negative impact on the functioning of the nervous and cardiovascular systems of the students who took «Aroura Tan No. 7».

The aim of this study was to assess the effects of previous exam experience on some psychophysiological reactions before, during and after repeated exams. A sample of 15 first year psychology students took part in the study. While the subjects were expecting a oral exam for the first time, their levels of exam apprehension, high activation and state anxiety were measured a day before, an hour before the exam and the following day. Furthermore, subjects' cardiac R–R intervals were continuously recorded from five minutes before the exam to five minutes after the exam. Four, out of 15 subjects, passed the exams at first sitting, while the rest of them failed and had to repeat it. These 11 students underwent the same procedure for the second time. The levels of exam apprehension, high activation and anxiety did not show any differences between the first and the second exam sittings. R–R interval parameters indicated a higher stress before and after the second exam sitting, while the stress level was more or less the same during both exams.

Background: Yoga is a science practiced in India over thousands of years. It produces constituent physiological changes and has sound scientific basis. Aim: Since exam stress modifies lipid profile and hematological parameters, we conducted an investigation on the effect of sudarshan kriya (SK and P) program on these parameters. Materials and Methods: Blood samples of 43 engineering students were collected at four intervals namely baseline (BL), exam stress (ES), three and six weeks practice of SK and P during exam stress. Lipid profile and hematological parameters were measured at all four intervals. Results: ES elevated total cholesterol (TC), triglycerides (TGL) and very low density lipoprotein (VLDL) levels. Hematological parameters affected by ES included neutrophil, lymphocytes, platelet count, packed cell volume (PCV) and mean cell volume (MCV). Three and six weeks practice of SK and P reduced the elevated lipid profile, hematological parameters and improved lymphocyte levels. Conclusion: Our study indicates that SK and P practice has the potential to overcome ES by improving lipid profile and hematological parameters.

The present study aims to compare the general and exam stresses rate before examinations in male and female athlete and non-athlete students in Islamic Azad University of Bonab. In order to do so, based on the Morgan & Jersey table, there were "10240" students as the statistical sample,"380"of which were chosen as samples, separated based on being male or female, or athlete or non-athlete. Samples were chosen through multilevel stratified sampling, and were answered to exam stress questionnaire. The result revealed that exam stress is meaningfully different in athlete and non-athlete students. Also there was a difference between male athlete and non-athlete students and female athlete and non-athlete students. There was also a meaningful difference in boys and girls about their exam stress and average exam stress in girls is more than boys.

[b]introduction[/b]. Civilization changes of the environment shaping the psychosocial resources from rural to urban influence human health. [b]aim.[/b] The study aimed to identify the differences due to the place of residence (rural, urban) as far as health resources are concerned (social support, sense of coherence, dehydroepiandrosterone sulfate concentration in plasma) and health in examination stress situations. The study also determined the concentration of dehydroepiandrosterone sulfate (health resource) and cortisol (stress indicator). [b]material and methods.[/b] The psychosocial variables were assessed using the scales: ISEL-48v. Coll., SOC-29, SF-36v.2™ o and analogue scale (perception of examination stress). The study included, based on a stratified sampling (year of study) and purposive sampling (written examination, major), 731 students representing the six universities in Lublin, south-east Poland. Among the respondents, 130 students were rural residents. [b]results.[/b] Health resources of students living in rural and urban areas generally differ statistically significantly in social support and the subscales of availability of tangible support, availability of appreciative support, the availability of cognitive-evaluative support and a sense of resourcefulness. The study recorded a sstatistically significantly larger network of family ties among students living in rural areas. The demonstrated diversity of resources did not substantially affect the perceived health, with the exception of pain sensation. Examination stress assessed by subjective opinion of the respondents and plasma cortisol levels vary relative to the place of residence. Students residing in rural areas showed significantly lower cortisol levels values, but subjectively perceived the situation of examation as more stressful. [b]conclusions[/b]. Differences in health resources and their mechanism of impact on health, to a limited extent, were conditioned by the place of residence, but they are so important in the light of human choices that they require further analysis.

Cilj istraživanja bio je ispitati učinkovitost načina suočavanja kod policijskih službenika s obzirom na dvije vrste stresora, policijski i ispitni, uz anksioznost i razinu stresa kao kriterije adaptivnosti. Kao adaptivni načini suočavanja s policijskim stresom pokazali su se: plansko rješavanje problema, distanciranje, samokontrola i suočavanje konfrontacijom. Maladaptivnim su se pokazali: traženje socijalne podrške, izbjegavanje, pozitivna ponovna procjena i prihvaćanje odgovornosti. Dakle, razine anksioznosti i stresa značajno su bile veće kod dijela ispitanika koji se koriste maladaptivnim mehanizmima. U kontekstu ispitnog stresa adaptivnim načinima suočavanja pokazali su se: plansko rješavanje problema, suočavanje konfrontacijom, pozitivna ponovna procjena i prihvaćanje odgovornosti. Maladaptivni su bili: distanciranje, traženje socijalne podrške, bijeg, izbjegavanje i samokontrola. Kao i kod policijskog stresa, razina anksioznosti značajno je bila veća kod ispitanika koji su se koristili maladaptivnim mehanizmima., The aim of this study was to examine the efficiency of the mechanisms utilized by police officers to cope with police and exam stress, with anxiety and stress levels as efficiency criteria. Planful problem solving, distancing, self-controlling and confrontive coping proved to be the common adaptive strategies in coping with police stress, while seeking social support, escape-avoidance, positive reappraisal and accepting responsibility proved to be maladaptive. As a consequence, anxiety and stress levels were found to be significantly higher among participants who used maladaptive mechanisms. With regard to exam stress, adaptive mechanisms were: planful problem solving, confrontive coping, positive reappraisal and accepting responsibility, while maladaptive mechanisms included: distancing, seeking social support, escape-avoidance coping and self-controlling. As with police stress, anxiety level was significantly higher among participants who used maladaptive mechanisms.

Previous studies have shown a higher stress level in students during exam period in comparison with non-exam period. Using different subjective stress measures, the aim of this study was to examine differences in stress level among neurotic and stable subjects during exam and non-exam periods. In total 76 university students completed Spielberger’s State Anxiety Inventory, Thayer’s Activation- Deactivation Check List and Checklist of Psychosomatic Symptoms during exam and non-exam periods, as well as Coping Inventory for Stressful Situation. As expected, the results showed higher stress level during exam period in relation to non-exam period. The results also showed a higher level of anxiety and high activation, as stronger and more frequent psychosomatic reactions in neurotic compared to stable subjects. These results can be partly explained by emotion – oriented coping strategies, which neurotic subjects mostly used.

The aim of this study was to examine whether the parameters of cardiac R-R intervals reflect the changes in the emotional and mental components of stress during a difficult and an easy exam. Twelve subjects, 18 to 19 years of age, with no previous experience with exams at university level, took part in the study. The levels of anxiety, high activation and exam apprehension were assessed before a difficult and an easy exam. Subjects’ cardiac R-R intervals were continuously registered in the period of five minutes before the exam, during the whole exam, and five minutes after the exam by the Power Lab polygraph. The level of anxiety, high activation and exam apprehension were higher before the difficult exam than before the easy exam. Shorter and more regular R-R intervals were found dur- ing the difficult exam as compared to the easy exam. No significant differences in the spectral analyses parameters were found between the difficult and the easy exam, while the differences were significant between the pre-exam, exam and the post-exam periods.

Brojna ispitivanja pokazala su da je ispitni period za studente stresan. Cilj ovog istraživanja je bio ispitati efekte prethodnog ispitnog iskustva, kao i težine ispita na neke reakcije na stres. U istraživanju je sudjelovalo 12 ispitanica, studentica prve godine studija psihologije, približno iste dobi i iskustva s polaganjem ispita na studiju. Ispitivanje je uključivalo određivanje stanja anksioznosti, visoke aktivacije i bojazni od ispita prije i nakon prvog i drugog izlaska na teži ispit te prije početka lakšeg ispita. Ispitno iskustvo nije utjecalo na promjene stanja anksioznosti i visoke aktivacije prije i nakon ispita, dok su procjene bojazni i težine ispita na Borgovoj skali pokazale da je prvi izlazak na teži ispit za ispitanice stresniji. Nadalje, razine ispitivanih varijabli mijenjale su se na sličan način pokazujući povećanje stresa neposredno prije početka ispita te smanjenje dan nakon ispita. Dobiveni rezultati također su pokazali da veća razina stresa prethodi težem ispitu. Čini se da u istraživanjima ispitnog stresa treba respektirati efekte ispitnog iskustva, kao i težine samog ispita., A number of studies have shown the examination period to be stressful for students. The aim of this study was to examine the effects of previous exam experiences and of the exam difficulty on some of the stress reactions. Twelve female subjects, first year students of psychology, participated in the study. They were approximately of the same age and same previous experiences concerning the taking of the exams. The research included the determining of anxiety state, high activation and exam apprehensions before and after the first and the second taking of the more difficult exam as well as before taking the easier exam. Previous experience did not affect the changes in anxiety state and high activation before and after the exam, while the estimates of exam apprehensions and exam difficulty on the Borg scale showed that the first taking of the more difficult exam was more stressful for the subjects. Furthermore, the levels of the investigated variables have changed in a similar way, showing the increase of stress immediately before the exam, and the decrease the day after. Results have also shown that higher level of stress precede the more difficult exam. It seems that the effects of previous experiences and exam difficulty should be respected in the studies of exam stress., Zahlreiche Untersuchungen zeigten, dass die Prüfungsfristen für die Studenten stressig sind. Diese Untersuchung hatte zum Ziel, den Einfluss der vorherigen Prüfungserfahrung sowie der Schwierigkeit der zu bestehenden Prüfung auf die Stressreaktion zu erforschen. An der Untersuchung nahmen 12 Psychologiestudentinnen im ersten Studienjahr teil; alle Befragten waren ungefähr im gleichen Alter und mit gleichen Erfahrungen in der Ablegung von Prüfungen. Im Rahmen der Untersuchung sollten Angstzustände, hohe Aktivierung und Prüfungsangst vor und nach dem ersten und zweiten Prüfungstermin bei einer schwereen sowie vor dem Beginn einer leichteren Prüfung bestimmt werden. Vorherige Prüfungserfahrungen hatten keinen Einfluss auf die Änderung des Angstzustandes und hoher Aktivation vor und nach der Prüfung, während Einschätzung der Angst und Prüfungsschwierigkeit an der Borger Skala zeigten, dass der erste Prüfungstermin bei den schwierigen Prüfungen für die Befragten stressiger war. Weiterhin änderten sich die Ebenen der untersuchten Variablen auf ähnliche Weise, indem sie eine Erhöhung vom Stress unmittelbar vor dem Prüfungstermin und eine Verminderung am Tag nach der Prüfung aufzeigten. Die gewonnenen Ergebnisse weisen auch darauf hin, dass eine höhere Stressebene den schwereren Prüfungen vorausgeht. Es hat den Anschein, dass bei der Untersuchung von Prüfungsstress Auswirkungen der vorherigen Prüfungserfahrungen sowie die Schwierigkeit der betreffenden Prüfung berücksichtigt werden müssen.

It is well known that exams usually are very stressful situations involving emotional and mental effort. Most of studies concerning exam stress are based on various questionnaires administered before and after exams. There are very few studies which included observations of changes in psychophysiological variables during exams. The aim of this investigation was to register changes in sinus arrhythmia during a difficult exam, because it is well known that various aspects of cardiac activity are good indicators of stress. For the purpose of this study, R-R cardiac intervals were continuously recorded during the whole exam. Seven students voluntarily took part in this investigation, where they were fitted with three electrodes for continuous recording of R-R intervals by the use of Power-Lab recording system. The results were analysed by the use of spectral analysis, which gave individual frequency spectra before, during and after the exam over five minute periods. Power spectrum parameters (SMI indices) were worked out for low (0.02-0.06 Hz), medium (0.07-0.14 Hz) and high (0.15-0.50 Hz) frequency bands. Spectral analysis showed suppression of low and medium frequency bands during the exam, which was due (as interpreted) to emotional and mental stress, respectively. Comparison of suppression of low and medium frequency bands showed a higher suppression in the medium frequencies, showing thus, that the mental component of stress was more prominent during the exam than emotional. The analysis also showed the total stress to be the highest during the first five minutes of the exam. After that, the parameters showed gradual decrease in both emotional and mental stress, which was attributed to the subject's habituation to the exam situation. Changes in the SMI index, for high frequency band, were interpreted as the effects of breathing and speech motor activities.

It is well known that exams usually are very stressful situations involving emotional and mental effort. Most of studies concerning exam stress are based on various questionnaires administered before and after exams. There are very few studies which included observations of changes in psychophysiological variables during exams. The aim of this investigation was to register changes in sinus arrhythmia during a difficult exam, because it is well known that various aspects of cardiac activity are good indicators of stress. For the purpose of this study, R-R cardiac intervals were continuously recorded during the whole exam. Seven students voluntarily took part in this investigation, where they were fitted with three electrodes for continuous recording of R-R intervals by the use of Power-Lab recording system. The results were analysed by the use of spectral analysis, which gave individual frequency spectra before, during and after the exam over five minute periods. Power spectrum parameters (SMI indices) were worked out for low (0.02-0.06 Hz), medium (0.07-0.14 Hz) and high (0.15-0.50 Hz) frequency bands. Spectral analysis showed suppression of low and medium frequency bands during the exam, which was due (as interpreted) to emotional and mental stress, respectively. Comparison of suppression of low and medium frequency bands showed a higher suppression in the medium frequencies, showing thus, that the mental component of stress was more prominent during the exam than emotional. The analysis also showed the total stress to be the highest during the first five minutes of the exam. After that, the parameters showed gradual decrease in both emotional and mental stress, which was attributed to the subject's habituation to the exam situation. Changes in the SMI index, for high frequency band, were interpreted as the effects of breathing and speech motor activities.

Background : Individual variation of examination performance depends on many modifiable and non-modifiable factors, including pre-examination anxiety. Medical students’ quality of life (QoL) and certain biochemical changes occurring while they are preparing for examinations has not been explored. Purpose : We hypothesize that these parameters would determine the examination performance among medical students. Methods : Fourth-year medical students ( n =78) from the University of Ruhuna, Sri Lanka, were invited. Their pre- and post-exam status of QoL, using the World Health Organization Quality of Life (WHOQOL-BREF) questionnaire, and the level of biochemical marker levels (i.e., serum levels of thyroid profile including thyroglobulin, cortisol and ferritin) were assessed. Differences between the scores of QoL and serum parameters were compared with their performance at the examination. Results : The mean QoL score was significantly lower at pre-exam (56.19±8.1) when compared with post-exam (61.7±7.1) levels ( p