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There is growing concern for young peoples’ mental health nationally and internationally, with third-level students identified as a high-risk group for mental health difficulties. In particular, exams are considered periods of extreme stress for college students, which can lead to poor academic performance, greater tension, and increased physiological stress. The current study examined the impact of an unstructured, canine-assisted intervention delivered during the final week of the semester on undergraduate student wellbeing. Two on-campus events were run, during which N=122 undergraduate students (Males=32, Females=86, Transgender=1, Non-Binary=3; Mage=20.28±1.64) completed a battery of tests [State-Trait Anxiety Inventory – State Anxiety Inventory, Stress Visual Analog Scale, Brunel Mood Scale Questionnaire] as measures of anxiety, perceived stress, and mood, prior to and following spending 10–15 min with a service dog and their handler. Significant reductions were observed in state anxiety (p=<0.001), perceived stress (p<0.001), tension (p<0.001), depression (p<0.001), anger (p<0.001), fatigue (p<0.001), and confusion (p<0.001) prior to and following time spent with the service animals. Spending a relatively short amount of time with a service animal had a positive effect on psychological markers of anxiety, stress, and negative mood states. Short, unstructured, on-campus canine-assisted interactions have the potential to positively impact student wellbeing and mental health.

numerous stressors, such as test anxiety, imposter phenomenon, and perfectionism. The association between the imposter phenomenon and perfectionism is well-studied, but test anxiety as a mediator of this association is not examined. The present study aimed to explore the mediating role of test anxiety on the imposter phenomenon and perfectionism among Pakistani high-achieving students. Additionally, we investigated gender and grade differences for junior and senior high school students. In the present cross-sectional survey study, participants (n = 250) aged 15–18 years responded to the Clance Imposter Phenomenon Scale, Frost Multidimensional Perfectionism Scale, and Westside Test Anxiety Scale. Findings showed that perfectionism increased by 39% with a one-unit increase in the imposter phenomenon. Test anxiety was a significant positive mediator of the association between imposter phenomenon and perfectionism. T -test showed girls had higher scores on the imposter phenomenon and test anxiety than boys. One-way ANOVA revealed significant educational grade differences with small effect sizes, and junior high school students scored higher than senior high school students on study variables. About 44% and 48% of 250 participants reported having moderate and frequent imposter symptoms, respectively. Almost 36.5% of high-achievers had low test anxiety, and 50% of high-achievers had normal test anxiety. The study presents a discussion of the merits and demerits. [ABSTRACT FROM AUTHOR]

Objective: To examine social connection as a protective factor against exam stress. Participants: 55 undergraduate students at two universities. Methods: Students were evaluated on an exam day for their hardest class and at baseline, a day in a week where they had no exams. Social connection, salivary cortisol, perceived stress, and cognitive control (measured with the Stroop test) were assessed. Exam scores were later reported. Results: Higher social connection was associated with lower perceived stress on exam day. At a small liberal arts school, higher levels of social connection were associated with higher Stroop scores. This correlation with cognitive control was not significant at a large public university. Conclusions: These findings indicate that social connection may be a protective factor in mitigating perceived stress and cognitive control capabilities may help facilitate reduced exam stress in some school environments. [ABSTRACT FROM AUTHOR]

Recent research indicates an escalating prevalence of stress among students during exam time. Our study aims to explore the correlation between stress induced by exams, its impact on immunity, and the varying effects of stress levels on students' health outcomes. A random online questionnaire survey involving 252 students across three educational levels, school, undergraduate, and postgraduate, have been conducted in this study. This study assessed stress levels, related symptoms experienced during exams, and stress-related health outcomes. The data were analyzed using Venn diagrams and statistically interpreted with Pearson correlation analysis and one-tailed ANOVA. The results revealed that across all three educational levels, females experience higher stress levels than males during exam periods. Additionally, females facing similar stress levels were found to be more susceptible to health issues than their male counterparts. Increased stress levels were correlated with higher incidences of weakness and digestive problems. These findings are consistent with previous research indicating that females are significantly more affected by stress than males and that stress is associated with adverse health outcomes. Our study underscores the need for further investigation into stress and immune response dynamics. Future research could explore blood biomarkers to understand these relationships better. [ABSTRACT FROM AUTHOR]

• What is currently known about this topic: Like other undergraduate students, nursing students frequently experience significant test anxiety which can impair performance during high-stakes testing. General interventions for test anxiety have been documented for use with prior generations of undergraduate students; however, few have explored test interventions with the population of post-pandemic students. Nursing faculty need updated evidence on meaningful interventions for test anxiety with today's nursing students. • What the paper adds to the existing knowledge: Twenty studies from 2018 to 2023 are analyzed according to intervention type: sensory, physiologic, cognitive, and affective. All samples include undergraduate or nursing undergraduate students. Short- and long-term interventions are discussed, including in-person and online interventions, using a wide variety of techniques. The greater effect of combined interventions is highlighted in this review of current literature. • How the information in your manuscript can be applied to practice: Time, practice, and choice are key factors in students' successful management of test anxiety. A strategy is proposed for faculty, providing concrete guidance in educating nursing students in the potential interventions for test anxiety. Nursing students frequently experience significant test anxiety which can impair performance during high-stakes testing, a necessary component of nursing education and licensure for practice. Prior literature has documented efficacy of interventions in prior generations of students; however, none have focused upon the post-pandemic student population. This review of the literature provides updated evidence from studies of interventions for test anxiety in the nursing students of today. Twenty studies from 2018 to 2023 are analyzed according to intervention type: sensory, physiologic, cognitive, and affective. A strategy is proposed for faculty, providing concrete guidance in educating nursing students in potential interventions for test anxiety. [ABSTRACT FROM AUTHOR]

Abstract There is growing concern for young peoples’ mental health nationally and internationally, with third-level students identified as a high-risk group for mental health difficulties. In particular, exams are considered periods of extreme stress for college students, which can lead to poor academic performance, greater tension, and increased physiological stress. The current study examined the impact of an unstructured, canine-assisted intervention delivered during the final week of the semester on undergraduate student wellbeing. Two on-campus events were run, during which N=122 undergraduate students (Males=32, Females=86, Transgender=1, Non-Binary=3; Mage=20.28±1.64) completed a battery of tests [State-Trait Anxiety Inventory – State Anxiety Inventory, Stress Visual Analog Scale, Brunel Mood Scale Questionnaire] as measures of anxiety, perceived stress, and mood, prior to and following spending 10–15 min with a service dog and their handler. Significant reductions were observed in state anxiety (p=

Enhancing students' resilience against exam-related stress remains a pressing concern for both researchers and educators. Sports activities have been identified as a potential avenue to mitigate the adverse effects of psychoemotional stress associated with exams. Research objective: To evaluate the impact of sports activities on the adaptation of university students' functional and psychophysiological systems to the stress induced by exams. Materials and methods. 160 boys and girls (aged 17.8±1.2) who were university students in the Altai Territory took part in the research. The students were divided into 2 groups according to their relation to sports activities, non-sports (n=94) and students who have been actively engaged in various sports for at least 3 years (n=66). The examination of students was carried out during the inter-sessional period and on the day of the exam. To assess the physiological parameters of the students' cardiovascular system and higher nervous activity during the intersessional period and on the day of the exam, the «BioMysh - Physiologist» software and hardware complex of the «Neurolab» company (Russia) was used. The following parameters were studied: variation chronocardiometry, spectral analysis of heart rhythm and central hemodynamics. Of the psychophysiological research methods, the «Attention distribution» test was used. Results. It was found that the students-athletes' indicators values of the cardiovascular system and the psychophysiological status are significantly higher than those of students who do not do sports, p<0.05. These data indicate higher characteristics of stress resistance in the body of male and female athletes compared to students who ignore sports activities. Conclusions. The data obtained in the research can be implemented in practical recommendations for exam stress prevention among students and in the promotion of physical activity among the population. [ABSTRACT FROM AUTHOR]

Background: Medical students are confronted with substantial academic and psychological stressors during their education. Studies report that examination stress can have a noteworthy effect on the leukocyte count of students. This study aimed to evaluate the physiological effects of examination stress on the total and differential leucocyte cell count in medical students at Peoples University of Medical and Health Sciences for Women, Nawabshah. Methods: A cross-sectional comparative study was conducted from April to October 2019, with 110 MBBS students, divided into two groups of 55 students using a non-probability randomized sampling technique with first-year and second-year female students, whereas hypertensive, diabetic, and with any psychiatric disease were excluded. Blood samples were taken before and during the examination. Data were analyzed by SPSS version 23. All the continuous variables were analyzed by the t-test for Mean±S.D while all the numerical variables were analyzed by Student’s t-test. Results: Pre-exam complete blood count (CBC) test reports of first-year students showed Neutrophils, Lymphocytes, Eosinophil, and Monocytes cell counts of 69.2182, 28.5455, 1.61, 1.2545 cell /microliter whereas complete blood count during exams showed 69.909, 27.9636, 1.41and 1.2000 cells/ microliter. In the second-year student, complete blood count before and during the exam showed Neutrophils 66.5273 to 64.0182, Lymphocytes 31.236 to 30.036, Eosinophil 1.92 to 1.76, and Monocytes 1.473 to 1.364 cells/microliter, the decreased values showing that there is an influence of exam stress on white blood cells. Conclusion: Exams in medical schools can be stressful enough to induce a substantial decrease in blood cell parameters among medical students.

The purpose of the study. To conduct a study of hormonal changes in medical students in different periods of study, taking into account gender differences.Object and methods. In order to achieve this goal, a study of the main physiological indicators was conducted in 120 volunteer students aged from up 18 to 24 years. The following criteria were used for inclusion in the studies: the absence of acute or chronic diseases, which is confirmed by the availability of health certificates, the presence of the middle of the menstrual cycle (for women), obtaining consent to conduct the study.Conclusion. Changes in the hormonal background of medical students depend on gender and the course of study, the greatest changes in the hormonal background of students, 1–2 courses, and these changes occur regardless of gender, then, at 3–4 courses, there is some stabilization of the hormonal background, and this is more concerning for female representatives.

BACKGROUND: Physiological signals, such as skin conductance, heart rate, and temperature, provide valuable insight into the physiological responses of students to stress during examination sessions. OBJECTIVE: The primary objective of this research is to explore the effectiveness of physiological signals in predicting grades and to assess the impact of different models and feature selection techniques on predictive performance. METHODS: We extracted a comprehensive feature vector comprising 301 distinct features from seven signals and implemented a uniform preprocessing technique for all signals. In addition, we analyzed different algorithmic selection features to design relevant features for robust and accurate predictions. RESULTS: The study reveals promising results, with the highest scores achieved using 100 and 150 features. The corresponding values for accuracy, AUROC, and F1-Score are 0.9, 0.89, and 0.87, respectively, indicating the potential of physiological signals for accurate grade prediction. CONCLUSION: The findings of this study suggest practical applications in the field of education, where the use of physiological signals can help students cope with exam stress and improve their academic performance. The importance of feature selection and the use of appropriate models highlight the importance of engineering relevant features for precise and reliable predictions. [ABSTRACT FROM AUTHOR]

Involving young people in the co-production of whole-school wellbeing strategies is aligned with the United Nations rights of the child and current UK legislation. This exploratory participatory action research (PAR) project aimed to facilitate teacher-student collaboration in one high school to develop whole-school practice with a focus on assessment. Training videos were co-created focusing on students' assessment experiences and ways to improve wellbeing and performance. Reflexive thematic analysis of the data identified key facilitators and challenges to the PAR process, alongside insights into students' assessment experiences. The paper concludes that PAR has the potential to empower young people and open channels of communication between students and teachers. Implications for educational psychology (EP) practice and future research are discussed. [ABSTRACT FROM AUTHOR]

Introduction and aim. The central nervous systems control salivary pH and Flow; hence it is considered as stress biomarker. To correlate the relationships linking test performance and the cognitive along with affective aspects for the stress of the exams, flow rate and pH levels of saliva. Material and methods. Cross-sectional research was carried out on the day of their final exam and after three months. 90 dental college students provided saliva samples for measuring pH and salivary flow rate. The saliva was collected to measure stress, anxiety, and wellbeing. Results. Salivary flow and pH were increased in the after-exam period. This is mostly due to less threat, stress, and anxiety perception. Conclusion. According to this study, perceived stress can affect salivary flow rate and pH levels, which can be used to gauge the degree of physiological reactions accurately, conveniently, and affordably to tests and variable realistic stresses. [ABSTRACT FROM AUTHOR]

Aim and Background: The aim of this study was to evaluate the effectiveness of mindfulness-based stress reduction program on reducing psychosomatic symptoms and test anxiety in the University entrance exam candidates. Methods and Materials: The present study was an experimental study with pre-test and post-test design with a control group. The statistical population included the senior female high school students in Bonroud district of Isfahan province in the educational year (2020-2021), who were selected by multi-stage random cluster sampling method and among students who had high anxiety scores (1 standard deviation above average). 12 students were randomly assigned to the experimental group and 12 students were randomly assigned to the control group. The experimental group underwent mindfulness-based stress reduction program intervention for 8 sessions. The control group did not receive any intervention. TAI test anxiety (Abolghasemi et al., 2006) and psychosomatic complaints (Takata and Sakata, 2004) questionnaires were used to collect data. The collected data were analyzed using statistical methods of Analysis of Covariance. Participants were allowed to leave the study whenever they wished. The informed consent form was completed by the individuals before the study began. Findings: The results of ANCOA analysis showed that the experimental intervention could significantly reduce test anxiety (P

Relevance. This article examines the issue of the psychological health of a teenager in connection with the impact on him of the Unified State Exam – final certification conducted in the eleventh grade. The main aspects of the exam that have an impact on the adolescent state are considered. The main psychological experiences that are characteristic of adolescent applicants during the examination period are reflected. The research methods in this article are the analysis, description and survey of 1-2 year students, that is, those who passed the Unified State Exam not so long ago. Results. It is established that the pressure of teachers is almost twice as high as the parent’s. Failure in the exam is perceived as the end of life. Every year the exam is changed, but the pressure increases. The authors come to the conclusion that schools need a psychological help service for teenagers, especially high school students, it is necessary to teach children in practice how to effectively self-help during stress.

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. [ABSTRACT FROM AUTHOR]

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.

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. [ABSTRACT FROM AUTHOR]

Mariam A Yousif,1 Ahmed H Arbab,2 Bashir A Yousef3 1Faculty of Pharmacy, University of Khartoum, Al-Qasr Ave, 11111, Khartoum, Sudan; 2Department of Pharmacognosy, Faculty of Pharmacy, University of Khartoum, Al-Qasr Ave, 11111, Khartoum, Sudan; 3Department of Pharmacology, Faculty of Pharmacy, University of Khartoum, Al-Qasr Ave, 11111, Khartoum, SudanCorrespondence: Ahmed H Arbab, Tel +24991893200, Email arbabssn@gmail.comBackground: Academic stress is a common problem among medical students, and the COVID-19 health crisis lockdown further worsened it. High academic stress has a negative impact on students learning and overall performance.Objective: To assess perceived academic stress, causes, and coping strategies among undergraduate pharmacy students during the COVID-19 pandemic.Methods: A descriptive cross-sectional study was conducted among undergraduate pharmacy students at the University of Khartoum. Data were collected from randomly selected participants using three validated self-administered questionnaires; perceived stress scale, study habits inventory, and mental health inventory. Data were analyzed using SPSS software, and descriptive statistics and chi-square were employed.Results: The response rate in our study was 99.6% (251/252). About 87% of the participants were females. The majority of participants (92%) experience academic stress, with a mean score (24.99 ± 5.159), the level of academic stress ranging from low (4.3%), moderate (73.2%), to high (22.5%). Approximately 80% of the percipients reported academic stress during all exam times with a mean score (25.33 ± 4.976). The level of academic stress was significantly associated with participants’ gender (P-value: 0.042), and living conditions (P-value: 0.001). The most common factors that were significantly associated with academic stress were difficulty in remembering all that is studied (66.7%, P=0.006) and worrying about the exams (54.1%, P=0.011). Moreover, the most frequent strategies used to cope with academic stress were praying (84.4%) and maintaining some control over the situation (61.9%).Conclusion: The study revealed a high prevalence of academic stress among percipients. Academic counseling, monitoring of mental status, and implementation of stress reduction programs are highly recommended.Keywords: academic stress, exam stress, COVID-19, pharmacy students, Sudan

Exam stress is one of the main stressors for adolescents, which can trigger severe mental health problems and performance decline. As an alterable individual variable that influences stress consequences, stress mindset has attracted academic attention recently. However, the relationship between stress mindset and adolescents' responses toward exams has not been fully understood. This study aimed to investigate whether stress mindset affected pre‐exam mental health status and exam performance, and whether appraisals of exam mediated such influence. We collected stress mindset, threat and challenge appraisals, pre‐exam mental health status, and exam scores from 185 Chinese 11th‐grade students. All of them would take an important and unified exam organized on the school level. Results showed that the stress‐is‐enhancing mindset negatively predicted students' symptoms of depression, anxiety, and stress, but had no direct effect on performance. Further mediation analysis showed that stress‐is‐enhancing mindset was positively associated with the challenging appraisal and was negatively associated with the threat appraisal, thus having better health status (including fewer symptoms of depression, anxiety, and stress) and performance. These results suggest that the stress mindset had an association with students' response toward exams, and how they appraised the upcoming exam would be an important indirect pathway. Future studies may benefit from changing students' mindsets to protect them from negative consequences of exam stress. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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.

Copyright of Izmir Katip Celebi University Faculty of Health Sciences Journal / İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi is the property of Izmir Katip Celebi University, Faculty of Health Sciene Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Anxiety is a common issue among university students, many of them experience anxiety, depression, and stress during their school life. This study aimed to compare the acute physiological stress responses of students divided into two groups according to their perceived anxiety levels (positive test anxiety, PTA+, and negative test anxiety, PTA-). Heart rate variability (HRV) and electrodermal activity (EDA) were used to assess stress.Thirty-one healthy volunteers participated in the study. Participants completed anxiety assessments, including the Westside Test Anxiety Scale (WTAS), the State-Trait Anxiety Inventory (STAI), and the Test State Anxiety Inventory (TSAI). Based on their scores, participants were categorized into PTA+ and PTA- groups. All participants underwent 24-h continuous recordings of pulse and electrodermal activity (EDA) on two separate occasions: one day prior to a written exam and during a designated exam-free day serving as a baseline control.We compared the HRV and EDA data obtained on a regular day and on an exam day between the two groups. Results showed that the PTA+ group had significantly higher heart rate, stress index, low frequency, and short-term detrended fluctuation analysis (DFAα1) on the exam day. The tonic EDA component was also higher in the PTA+ group. Stress-related HRV and EDA parameters were negatively correlated with exam scores.In conclusion, the study found that physiological stress indicators obtained from HRV and EDA are associated with perceived exam anxiety in students.

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.

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. [ABSTRACT FROM AUTHOR]

In the UK education system, an 'audit culture' has led to pressures being placed on students to achieve high grades in their GCSEs. It has been suggested that schools are required to achieve good academic results and look after their students' wellbeing, causing a conflict in relation to public examinations, such as GCSEs. School staff support both performance and wellbeing by preparing students for exams. However, research suggests that there is a danger that many underperform, or are negatively affected (emotionally) by exam stress, or both. This paper describes a research project within the UK. The aims of which were to explore the views of students who had recently taken GCSE exams, to gain an understanding of how they felt their GCSE experiences affected their wellbeing and performance, to find out what factors contributed to or alleviated their levels of exam stress, and whether theories relating to exam stress such as Achievement Goal Theory could be used to explain the individual differences in levels of exam stress. Findings and conclusions provided ways to improve the support for students during their GCSEs, improving academic performance and wellbeing. [ABSTRACT FROM AUTHOR]

Laboratory studies confirm physical activity and physical fitness to be protective factors against mental stressors. However, there is still little evidence on the transferability of these findings into real-life stress situations. The main aim of this study was to examine the impact of physical activity and physical fitness on real-life psychophysiological stress responses to a mental stressor. The final exam of a training course for firefighter incident commanders represented the real-life mental stressor of our study. Cortisol level, heart rate, and heart rate variability were measured in 48 male firefighters at rest and during the exam. Cognitive stress appraisal was assessed as a psychological stress indicator. Physical activity was estimated using the International Physical Activity Questionnaire. Maximal oxygen uptake was measured as a parameter for physical fitness. The participants were divided according to their level of physical activity and physical fitness into groups of lower and higher physical activity/fitness level. All subjects showed significant physiological stress responses and a moderate cognitive stress appraisal during the exam. Subjects with different physical activity and physical fitness levels did not differ significantly in their physiological stress responses. Cognitive stress appraisal seemed not to be influenced by physical fitness but by physical activity, as more active subjects experienced significantly higher stress levels. Cognitive stress appraisal did not predict physiological stress responses. The assumed stress-buffering effect of physical activity and physical fitness could not be observed during the real-life mental stress of an exam consisting of commanding a group of firefighters in an emergency simulation. [ABSTRACT FROM AUTHOR]

Background: The interest of the scientific community regarding depression in students is rather new. However, case reports dating back to the seventeenth century do exist. In that era, the belief prevailed that depression rarely existed (if at all) among students but the belief is now being challenged. Our research takes the belief one step further and hypothesizes that depression is most often high during tests & exams and the highest when they are preparing for & about to appear in entrance tests. Objective: Entrance tests are, without doubt, the most crucial career defining periods of a student’s life. This study aims to test this hypothesis and figure out whether the belief, that depressive symptoms are intensified during the period of entrance tests, holds truth. Methodology: A cross-sectional, observational study was conducted in Mirpurkhas district. A data sample of 222 entrance test students was chosen via purposive sampling. Data was collected through a self-administered structured questionnaire (which included the Hamilton stress scale) from May to July 2014. The data was analyzed using SPSS v.16.0. Results: The mean stress score of the entrance test applicants was 21.56, which indicate moderate severity. The mean stress score of females (22.43) was higher than that of males (20.82) showing that females are more severely affected. A significant proportion of applicants admitted that they consciously experienced depressive mood. The applicants also complained of other general depressive symptoms like loss of appetite, general aches, weight loss, anxiety and agitation. Health worries were also common among the entrance test applicants. Conclusions: On the basis of our data we conclude that depression is common and wide array of general depressive symptoms are aggravated in entrance test applicants. This issue needs immediate attention and steps must be taken to pre-empt the future adverse health problems that can stem from this condition.

This study aims to predict test anxiety based on learning styles and thinking styles is done in high school. The study was descriptive and correlational The study population consisted of high school students who sampling Darab city were chosen. To measure the variables of test anxiety questionnaire, learning styles and thinking styles were used. To analyze the data, Pearson correlation and linear regression was used. The results showed that anxiety was not able to predict learning style, but the regression model to predict test anxiety was based on the following scale meaningful learning styles, But the regression model to predict test anxiety was based on the following scale meaningful learning styles, The results were predictable test anxiety by thinking styles to reverse significant and could predict 25 percent of the variance in test anxiety. [ABSTRACT FROM AUTHOR]

Final exams at colleges and universities have proven to be a time of anxiety and stress for students. This paper contains an exploration the effects of Animal-Assisted Activities (AAA) on exam anxiety through the use of blood pressure readings before and after interacting with therapy dogs. A comparison of the experimental and control groups interacting with therapy dogs has shown statistical significance for the reduction of blood pressure for those students who will or have taken a final exam. Having owned a pet, as well, as the age of the participant were not significant predictors of whether or not therapy dogs would reduce blood pressure. [ABSTRACT FROM AUTHOR]

[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.

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

A university counseling center engaged a therapy dog program for an outreach activity to reduce stress as students prepare for final exams at a large culturally diverse university. This article describes the rationale, planning, and implementation of the activity; presents an evaluation summary; and provides recommendations and implications for counselors interested in using a similar activity. A large and diverse student population attended the activity and gave primarily positive feedback for this low-cost group activity. [ABSTRACT FROM AUTHOR]

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».

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.

Despite a long history of empirical research, the potential vocal markers of stress remain unclear. Previous studies examining speech under stress most consistently report an increase in voice pitch (the acoustic correlate of fundamental frequency, F 0), however numerous studies have failed to replicate this finding. In the present study we tested the prediction that these inconsistencies are tied to variation in the severity of the stress response, wherein voice changes may be observed predominantly among individuals who show a cortisol stress response (i.e., an increase in free cortisol levels) above a critical threshold. Voice recordings and saliva samples were collected from university psychology students at baseline and again immediately prior to an oral examination. Voice recordings included both read and spontaneous speech, from which we measured mean, minimum, maximum, and the standard deviation in F 0. We observed an increase in mean and minimum F 0 under stress in both read and spontaneous speech, whereas maximum F 0 and its standard deviation showed no systematic changes under stress. Our results confirmed that free cortisol levels increased by an average of 74% (ranging from 0 to 270%) under stress. Critically, increases in cortisol concentrations significantly predicted increases in mean F 0 under stress for both speech types, but did not predict variation in F 0 at baseline. On average, stress-induced increases in voice pitch occurred only when free cortisol levels more than doubled their baseline concentrations. Our results suggest that researchers examining speech under stress should control for individual differences in the magnitude of the stress response. [ABSTRACT FROM AUTHOR]

This exploratory study investigated the effect of visiting therapy dogs on college-student perceived and physiological stress the week prior to final exams. Students (n= 78) were randomly assigned to order of a therapydog intervention and attention-control condition, each 15 minutes long. Students completed the Perceived Stress Scale (PSS), a stress visual analog scale (SVAS), and provided saliva for measuring nerve growth factor (sNGF) and alpha amylase (sAA), prior to randomization. Saliva samples and SVAS were again collected after each condition. There was no effect of group order on demographics, PSS, or initial SVAS. Repeated measures models were used to analyze the complete data sets of 57 students. There were no significant differences in sAA between or within students completing the intervention and control conditions. sNGF was not subjected to analysis as most levels were undetectable. Significant differences in SVAS scores were found between the intervention and control condition, with large effect sizes. SVAS scores were lower following the intervention, regardless of condition order (intervention first,p= 0.0001,d= 1.87; intervention second,p= 0.0004,d= 1.63). No SVAS differences were found for the control condition. Based on these findings, campus events with visiting therapy dogs represent a costeffective, easily accessible activity to reduce perceived, but not physiological, stress for college students prior to final exams. [ABSTRACT FROM AUTHOR]

Introduction. Civilization changes of the environment shaping the psychosocial resources from rural to urban influence human health. Aim. 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). Material and methods. The psychosocial variables were assessed using the scales: ISEL-48v. Coll., SOC-29, SF-36v.2™ oand 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. Results. 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. Conclusions. 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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Background: Individual variation of examination performance depends on many modifiable and nonmodifiable 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 (n78) 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 (WHOQOLBREF) 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 (56.199±8.1) when compared with postexam (61.79±7.1) levels (p<0.001). The median serum TSH level prior to the exam (0.9 mIU/L; interquartile range 0.74-1.4 mIU/L) was significantly lower (p=0.001) when compared with the level after the exam (median of 2.7 mIU/L; IQR 1.90-3.60). The mean9SD fT4 level was significantly higher before the exam (19.489±0.4 pmol/L at study entry vs. 17.439±0.3 pmol/L after the exam; p<0.001). Median serum ferritin (SF) level prior to the exam (43.15 (23.5-63.3) mg/L) was significantly lower (p≤0.001) when compared with after-exam status (72.36 (49.9-94.9) μg/L). However, there was no difference in mean serum cortisol levels (16.519m0.7 at pre-exam and 15.889±0.7 at post-exam, respectively; p=0.41). Conclusions: Students had higher fT4 and low ferritin levels on pre-exam biochemical assessment. It was evident that students who perform better at the examination had significantly higher QoL scores at each domain tested through the questionnaire (Physical health, Psychological, Social interaction and Environment). The higher the QoL scores, the better the grades were. It was also found that students who failed exhibited profound differences in the QoL score. [ABSTRACT FROM AUTHOR]