Institute of Health Promotion and Sport Sciences, Faculty of Education and Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.
Institute of Psychology, Faculty of Education and Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.
Biol Futur. 2024 Mar;75(1):17-28. doi: 10.1007/s42977-023-00175-2. Epub 2023 Aug 5.
Most studies on acute stress stem from works conducted under artificial laboratory conditions. Inducing stress for experimental scrutiny is problematic and can be unethical. In this study, a 'research methods' course's curriculum included a demonstration study testing anxiety and heart rate responses to the midterm test. Fifty-four university students (35 males and 19 females) presented a research topic in-person (n = 14) or prerecorded while being present (n = 40). Students selected a test format they could change until the week before the midterm test. The measures were trait anxiety, test anxiety, state anxiety, heart rate (HR), the last two being measured before and after examination, and grades. All students manifested decreased state anxiety and increased HR from before to after the test. Females exhibited higher HR and state anxiety than males. Real-time presentations were associated with higher HRs but not higher state anxiety. Those who changed their planned presentation mode from in-person to prerecorded exhibited higher test anxiety but not trait anxiety than those who presented as planned. Students who presented in-person obtained lower grades than those who prerecorded their presentations. Grades were negatively correlated with state anxiety after the test, but test anxiety did not significantly mediate the grades. Pre-test state anxiety was positively associated with both trait anxiety and test anxiety. The findings suggest that test anxiety is unlikely to affect grades, but test-anxious students need more control over academic evaluation. A choice in test format could be helpful in this regard.
大多数关于急性应激的研究都源于在人工实验室条件下进行的工作。对实验进行压力诱导是有问题的，也可能不道德。在这项研究中，一门“研究方法”课程的课程包括一项演示性研究，测试了学生对期中考试的焦虑和心率反应。54 名大学生（35 名男性和 19 名女性）亲自（n=14）或在场时预先录制（n=40）展示研究课题。学生可以选择一种他们可以在期中考试前一周改变的考试形式。测量的指标包括特质焦虑、考试焦虑、状态焦虑、心率（HR），后两个指标在考试前后测量，以及成绩。所有学生在考试前后的状态焦虑和心率都有所降低。女性的 HR 和状态焦虑都高于男性。实时演示与更高的 HR 相关，但与更高的状态焦虑无关。那些将计划的演示模式从现场改为录制的人比那些按计划演示的人表现出更高的考试焦虑，但没有更高的特质焦虑。现场展示的学生比预先录制展示的学生成绩更低。成绩与考试后的状态焦虑呈负相关，但考试焦虑并没有显著中介成绩。考试前的状态焦虑与特质焦虑和考试焦虑都呈正相关。研究结果表明，考试焦虑不太可能影响成绩，但考试焦虑的学生需要更多地控制学业评价。考试形式的选择可能对此有帮助。
