Academic literature on the topic 'Exam Stress'
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Journal articles on the topic "Exam Stress"
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Păduraru, Monica Elisabeta. "Coping strategies for exam stress." Mental Health: Global Challenges Journal 1, no. 1 (2019): 64–66. http://dx.doi.org/10.32437/mhgcj.v1i1.26.
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During the examination period, students experience a state of stress generated both by the exams themselves and by the fear of getting bad grades and implicitly a failure. This problem needs to be taken into consideration, not only because of the high percentage of students who suffer from it, but also because it has a negative effect on academic performance and self-esteem. Through this article, we tried to identify coping strategies used by students to cope with the exam stress (before, during and after the exam). We used the focus group technique on 32 students (divided into 4 groups). The students are from The Bucharest University of Economic Studies and they are enrolled in the pedagogical training module. Following the centralization of the opinions expressed during the discussions, we grouped the coping strategies into four categories: general coping (used during the semester), coping methods used before the exam (in the exam period), coping methods used during the exam itself, and coping methods used after the exam. As a result of this study, we believe that students and teachers have raised awareness of the importance of using positive coping strategies to lessen the stress associated with exams. The initiative to organize student stress management workshops was also launched
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Fritz, Jessica, Jan Stochl, Rogier A. Kievit, Anne-Laura van Harmelen, and Paul O. Wilkinson. "Tracking Stress, Mental Health, and Resilience Factors in Medical Students Before, During, and After a Stress-Inducing Exam Period: Protocol and Proof-of-Principle Analyses for the RESIST Cohort Study." JMIR Formative Research 5, no. 6 (2021): e20128. http://dx.doi.org/10.2196/20128.
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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.
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Knightsmith, Pooky. "Handling exam stress." SecEd 2019, no. 9 (2019): 7. http://dx.doi.org/10.12968/sece.2019.9.7.
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Šimić, N., and I. Manenica. "Exam experience and some reactions to exam stress." Human Physiology 38, no. 1 (2012): 67–72. http://dx.doi.org/10.1134/s0362119712010161.
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MacLeavy, Christine. "Stamping out exam stress." Dental Nursing 4, no. 3 (2008): 148–51. http://dx.doi.org/10.12968/denn.2008.4.3.29945.
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Dyches, D. Kim. "Being Prepared Alleviates Exam Stress." Opflow 26, no. 7 (2000): 3. http://dx.doi.org/10.1002/j.1551-8701.2000.tb02259.x.
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Basimov, M. M., and E. A. Padurina. "Social and Psychological Analysis of the Problem at Students of Overcoming with Examination Stress." Uchenye Zapiski RGSU 19, no. 4 (2020): 34–43. http://dx.doi.org/10.17922/2071-5323-2020-19-4-34-43.
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the article deals with the actual problem of coping with exam stress. Most of the students participating in the study noted that they had a stressful state while preparing for exams. The method of sociopsychological analysis confirmed the dominance of constructive strategies for coping with exam stress in the student environment. Gender characteristics were revealed in the use of non-constructive coping strategies by students during the session. The results obtained are consistent with the trends identified in the studies of domestic psychologists studying coping behavior.
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Abdelrahim, Yousif. "The Effects of COVID-19 Quarantine on Online Exam Cheating: A Test of COVID-19 Theoretical Framework." Journal of Southwest Jiaotong University 56, no. 2 (2021): 1–9. http://dx.doi.org/10.35741/issn.0258-2724.56.2.1.
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This study aims to quantitatively test the newly developed theoretical framework model for the relationship between COVID-19, stress, anxiety, and university students' online exam cheating in the United States of America during COVID-19. The newly developed model primarily explains how COVID-19 quarantine influences university students' levels of anxiety and stress, and therefore, influences the frequency of online exam cheating behavior among college students. The researcher collected primary data of 251 male and female university students in the United States of America via Survey Monkey and tested the six hypotheses using the structural modeling equation technique. The study results confirm that COVID-19 quarantine has a significant relationship with stress and anxiety. The relationship between COVID-19 quarantine and stress is more significant than the relationship between COVID-19 quarantine and anxiety. The results also validate the significant and positive relationship between COVID-19 quarantine and stress and COVID-19 quarantine and anxiety. COVID-19 quarantine causes more anxiety than stress among university students, influencing students' behavior to cheat more on online exams. Theoretically, this study Translates a qualitative research question from a prior study that developed the COVID-19 theoretical framework into an accurate prediction of anticipated outcomes. This study also develops a conceptual framework for the relationship between COVID-19, anxiety, stress, and online exam cheating. Besides, this study refined six hypotheses from previously generated propositions. Finally, the study results could be used as general guidelines for university educators and administrators when thinking and deciding on exams, assignments, and how to monitor online exams.
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Łukasiewicz-Wieleba, Joanna, and Miłosz Wawrzyniec Romaniuk. "Challenges of administering university examinations remotely during the COVID-19 pandemic. e-mentor, 3(90), 22–31. https://doi.org/10.15219/em90.1519." e-mentor 90, no. 3 (2021): 22–31. http://dx.doi.org/10.15219/em90.1519.
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The article presents the results of a research questionnaire conducted among students and lecturers after the first, and repeated after the second, exam session during the pandemic crisis as this was the first time the examinations were conducted by distance education at The Maria Grzegorzewska University (Warsaw, Poland). Lecturers see the advantages of remote examination in the technological possibilities of conducting examinations (automation in checking and assessing the tests and archiving the results), time savings (immediate availability of results, flexibility of examination dates), and organizational improvements. Students indicate the comfort of writing the exam in a friendly environment, which reduces stress, and appreciate the possibility of obtaining results quickly and the need to spend less time on the exam itself. In the case of disadvantages of remote exams, lecturers indicate a lack of control over the independence and integrity of students, and students complain about the stringent time constraints, distractors and stress, as well as the level of the exam (both higher and lower compared to the level of traditional exams) and the adequacy of the grades obtained. Both groups consider technical problems that arise during the exam to be severe. Twenty percent of students admit to using unauthorized assistance during tests and exams. Academic teachers try to reduce the dependence of students by choosing an appropriate form of the exam (problem tasks, oral exams, open-ended questions, test variants), using special strategies (comparing students’ work, control questions, looking for parts of final papers on the Internet), and using technical solutions (requirement of turning on the camera, checking the metadata of files, the need to document work). The search for an effective and appropriate method of verification of learning outcomes is ongoing.
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Varlakova, Ju V. "Preventive Program of Psychological and Pedagogical Support of Students at the Stage of Preparation for the Final Certification “STOP-Stress”." Вестник практической психологии образования 17, no. 4 (2020): 25–30. http://dx.doi.org/10.17759/bppe.2020170402.
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The preventive program of psychological and pedagogical support of students at the stage of preparation for the final certification “STOP-stress” helps to create a positive emotional background, the development of positive thinking and stress resistance, which increases the chances of graduating school students to successfully pass the final certification in the form of the Main State Exam / Unified State Exam and further professional self-realization students. The program presents a model of psychological and pedagogical support of students aged 14 to 17 years at the stage of graduation from secondary (9th grades) and senior (11th grades) schools. The program of training sessions “STOP-stress” was developed with the aim of solving a problematic situation that arises among graduate students during the period of self-preparation for the final exams. This situation is associated with an annual increase in the level of anxiety and emotional and mental stress in the process of intense mental stress (personality component), low ability for self-organization and mobilization of cognitive processes in a stressful situation (cognitive component), lack of skills in constructive re-sponse to stress and with a low level of self-control their emotions and regulation of their state as a whole (procedural component). This, in the end, affects the general psychological readiness to pass the final certification. The developed program for the prevention of exam stress according to the principle of operation of the “STOP tool” contributes to an increase in the level of mobilization and the development of psychological stability of graduate students. The program includes a set of exercises and problem situations aimed at: developing psychologically stable qualities and constructive behavior models, generally contributing to a decrease in the level of anxiety (personal component), as well as increasing the skills of self-control and self-regulation (procedural component) and the ability to self-organize and activation of cognitive processes (cognitive component). The developed program can be useful to a number of different specialists: educational psychologists, social educa-tors, methodologists working in the field of education at the stage of teaching children in a general educational institution during their preparation for passing the final exams in the form of the Main State Exam / Unified State Exam.
Dissertations / Theses on the topic "Exam Stress"
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Bowe, Charlotte Laura. "Exercise for stress management: the role of outcome expectancy." Thesis, University of Canterbury. Psychology, 2012. http://hdl.handle.net/10092/7127.
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Extensive evidence linking exercise with stress reduction has prompted many organisations to implement exercise stress management interventions in order to combat employee stress. These interventions however, have generally yielded low levels of effectiveness. Determining factors that can enhance the effectiveness of exercise stress management interventions is important for organisations implementing such interventions. The main purpose of the present study was to investigate the role that outcome expectancy has in the relationship between exercise and stress. Stress perceptions and exercise behaviours were assessed in 54 university students over the 4 weeks leading up to final examinations. Outcome expectancy was assessed once during this period. Heart rate was also assessed in 20 students on two occasions, including the exam. In contrast to the majority of research linking exercise with lower stress, individuals who exercised more than their own average during the study period had higher levels of exam stress over time, whilst variance in exercise levels from the group average was not significantly related to exam stress over time. Conversely, there was a significant difference in physiological exam stress (heart rate) between high and low exercise groups overtime for the overall heart rate average, but not the sleep or exam period heart rate averages. More specifically, it was found that the low exercise group had a stronger negative physiological reaction to the exam overall. No significant moderation effects of outcome expectancy on the relationship between exercise and stress were found. The results indicate that exercise is related to both self-reported and physiological indicators of stress, and that exercise at different levels (within-person and between-person) have differing effects on exam stress.
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Musil, Anna Sofia Fredrika. "The roles of perfectionism, rumination and exam stress in the onset of depressive symptoms in adolescence." Thesis, King's College London (University of London), 2018. https://kclpure.kcl.ac.uk/portal/en/theses/the-roles-of-perfectionism-rumination-and-exam-stress-in-the-onset-of-depressive-symptoms-in-adolescence(af051a6a-92b7-4547-a602-b2844a2e9c73).html.
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The present study explored perfectionism as a cognitive vulnerability of depression. A group of 135 adolescents, aged between 15 and 16 years old, completed measures of self-oriented and socially-prescribed perfectionism, rumination and depression, three weeks before an important exam period. Symptoms of depression were measured again four weeks later, after the exams had finished but before the results had been shared. A cross-sectional mediation analysis revealed that both self-oriented and socially prescribed perfectionism could predict depression and that these associations were fully mediated by rumination. After the exams, pupils on average reported an improvement in mood. Socially-prescribed perfectionism was however associated with higher scores of depression at Time 2 compared to their peers, which could not be explained by pre-exam rumination. This study adds to the existing literature suggesting the two types of perfectionism may have different developmental trajectories. Implication and advice for future research and clinical work are discussed.
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Schultz, Hannah. "An evaluation of a brief psycho-educational intervention for exam stress with extended degree programme students." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/11024.
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Includes abstract.<br>Includes bibliographical references (leaves 47-53).<br>Overseas research has shown that minority university students are at special risk for stress. South Africa’s race-based history of educational discrimination means that black students are multiply disadvantaged at formerly white universities. Many interventions around disadvantaged students have been reframed in terms of retention difficulties. In 2009, a psycho- educational support group was run with first year humanities Extended Degree Programme students. This study was a qualitative evaluation of the group. We found that the group was successful in giving students social support. Students also felt that it had been useful academically. Issues that should be addressed include clear avenues for referral and improving student/facilitator interaction. The stress and the academic demotivation that they experience suggest that the whole support programme should be evaluated and improved.
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Buck, Robert. "An investigation of attentional bias in test anxiety." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/an-investigation-of-attentional-bias-in-test-anxiety(7fdeadaf-f76d-47da-b99f-dc532a3b1ca4).html.
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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.
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Roome, Timothy. "Exam stress experienced by GCSE students in a mainstream secondary school : perceptions of the effects on wellbeing and performance." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8595/.
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In the UK education system, an ‘audit culture’ has led to pressures being placed on students to achieve high grades in their GCSEs (Torrance, 2004). 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 (Putwain, 2009). 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 (Putwain, 2007). The aims of this research were to explore the views of students who had recently taken GCSE exams. The research aimed to gain an understanding of how Year 12 students felt their GCSE experiences affected their wellbeing and performance, what factors contributed to or alleviated their levels of exam stress, and whether theories such as Achievement Goal Theory (Elliot and McGregor, 2001) could be used to explain the individual differences in levels of exam stress. The research questions were explored using semi-structured interviews and Interpretative Phenomenological Analysis. Findings and conclusions provided ways to improve the support for students during their GCSEs, improving academic performance and wellbeing.
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Qureshi, Madeehah. "The views of young people about an intervention programme designed to support them with exam related anxiety and stress." Thesis, University of East London, 2016. http://roar.uel.ac.uk/5214/.
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Both preparing for and sitting exams can be extremely stressful for children and young people. Whilst the research within the area of exam anxiety acknowledges the detrimental impact that it can have on individuals, much of the research has been completed with university students. Limited research has been carried out with children and young people. In addition to this, there is also little research that has been completed in order to understand which interventions are helpful in reducing exam anxiety in young people. The systematic literature review highlighted that much of the research employed quantitative techniques. This means young people’s views and experiences of exam anxiety has largely been unexplored. The EPS service in which the TEP currently works is a partially traded service. Some of the schools that had bought a service level agreement requested support for certain pupils that were experiencing exam anxiety. The EPS service therefore delivered an intervention called ‘beating exam anxiety together’ (further details of this intervention can be found within chapter 1). Seven semi-structured interviews were carried out with GCSE students who took part in the ‘beating exam anxiety together’ intervention. The purpose of the interviews was to understand more about young people’s views on exam anxiety, and also their experiences of the intervention in which they took part. The research highlighted the possible detrimental impact of exam anxiety on young people in terms of their mental health, and also how able they feel to prepare for their exams. The results of the research interestingly showed that young people experience high levels of pressure from school teachers and also their parents. Furthermore, students reported that they didn't know how to revise. The results revealed that young people feel that the way in which exams are spoken about in schools is largely negative. As a result of this, the researcher suggested that it may be helpful to shift the narrative around the way in which exams are currently spoken about. In addition to this, the results indicate that the intervention was largely helpful in improving young people’s well being and their ability to be able to manage exam anxiety.
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Prezado, Sara Filipa Banha. "A ansiedade em doentes submetidos a exame de ressonância magnética." Master's thesis, Universidade de Évora, 2017. http://hdl.handle.net/10174/20679.
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A Ressonância Magnética (RM) é uma técnica capaz de obter informação relativa à anatomia, fisiologia e fisiopatologia de órgãos internos de um modo não invasivo, permitindo a deteção precoce e caracterização das doenças, contribuindo para a decisão terapêutica.
As suas características podem causar ansiedade nos pacientes, levando a uma diminuição da qualidade das imagens radiológicas, resultados falaciosos/inconclusivos e desistência dos pacientes.
Neste âmbito, foram realizados dois estudos. O primeiro para validar os instrumentos utilizados. O segundo, exploratório, procurou aprofundar conhecimento sobre a ansiedade associada à realização de RM, relacionando-a com variáveis como o número de vezes que o paciente realizou o exame, as diferentes categorias do exame e o conhecimento prévio do doente sobre este.
No primeiro estudo, demonstrou-se a validade dos instrumentos aplicados. No segundo, corroboram-se algumas hipóteses e foi possível compreender o funcionamento das variáveis na presente amostra, demonstrando que são necessários estudos mais aprofundados sobre o tema; ABSTRACT:
Magnetic Resonance Imaging (MRI) is a technique to obtain information about the anatomy, physiology and pathophysiology of internal organs of a noninvasively way, allowing the early detection and characterization of the diseases, contributing to the therapeutic decision.
The characteristics of this exam may cause anxiety in patients, leading to a decrease in radiological images quality, fallacious/inconclusive results and patient withdrawal.
In this context, two studies were conducted. The first to validate the instruments used. The second, exploratory, sought to deepen knowledge about the anxiety associated with MRI, relating it to variables such as the number of times the patient underwent the examination, the different categories of MRI, and previous knowledge about the MRI.
In the first study, the validity of the applied instruments was demonstrated. In the second, some hypotheses were corroborated and allowed us to understand the functioning of the variables in the present sample, demonstrating the need for more in-depth studies on the subject.
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Zunhammer, Matthias [Verfasser], Mark [Akademischer Betreuer] Greenlee, and Andreas [Akademischer Betreuer] Mühlberger. "Central modulators of human pain: Effects of oxytocin, exam stress, breathing exercises and transcranial magnetic stimulation / Matthias Zunhammer. Betreuer: Mark Greenlee ; Andreas Mühlberger." Regensburg : Universitätsbibliothek Regensburg, 2014. http://d-nb.info/1060889269/34.
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Antonietti, Camila Cristine. "Percepção de estresse e estilo de coping dos pacientes no período pré-procedimento colonoscópico." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/7/7139/tde-16032013-132310/.
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Introdução: A colonoscopia é um dos métodos mais completos de investigação das doenças colorretais, com vantagens por proporcionar a observação da mucosa intestinal, em tempo único e de forma direta e também por ser a técnica de maior acurácia para o diagnóstico de lesões estruturais. Salienta-se que o paciente, ao se deparar com a indicação da colonoscopia, interpreta-a como sendo um exame que provoca desconforto e desencadeia sentimentos de vulnerabilidade, vergonha, medo e ansiedade. Perante estas emoções, o procedimento poderá ser percebido como um fator estresse importante ao paciente e que requer a utilização de estratégias para o enfrentamento da situação de desafio. Objetivo: analisar a percepção de estresse e os estilos de coping em pacientes no período que antecede o procedimento colonoscópico, conforme as variáveis biossociais e clínicas. Material e método: tratase de um estudo descritivo, transversal, exploratório e de campo, com abordagem quantitativa, desenvolvido no Serviço de Endoscopia do Hospital Universitário da Universidade de São Paulo (HU-USP). Foram entrevistados 100 pacientes em período de complementação de preparo, adultos, com solicitação formal para a realização do procedimento colonoscópico. Para esta análise, foram utilizados os instrumentos Escala de Estresse Percebido (PSS 10), o Inventário de Estratégias de Enfrentamento de Folkman e Lazarus (1985) e um roteiro de entrevista semiestruturada para caracterização da população do estudo. Resultados: o perfil biossocial da amostra foi, predominantemente, de mulheres (73%), idade superior a 65 anos (50%), casados ou com companheiros (90%), com pelo menos um filho (38%), com escolaridade superior a oito anos de estudos (33%), que pertenciam as religiões evangélica e católica (48% e 45%, respectivamente), em sua maioria aposentados (48%), com antecedentes clínicos de hipertensão arterial sistêmica (90%) e familiar de câncer de colón (68%); 59% dos pacientes em período de preparo revelaram um nível médio de estresse percebido e os estilos de coping com maiores médias foram o Suporte Social (6,43±1,54), Aceitação da Responsabilidade (5,70±2,41) e Reavaliação Positiva (5,64±1,41). As variáveis sexo, idade, estado civil, escolaridade, tipo de preparo e número de exames realizados previamente foram determinadas, como fatores preditores de estresse nessa população. As correlações estatisticamente significativas deste estudo compreenderam a associação entre o PSS-10 e as estratégias de enfrentamento Confronto, Afastamento, Suporte Social, Aceitação da Responsabilidade e Reavaliação Positiva. Entre estes preditores, houve associação do sexo feminino, da idade superior a 65 anos, dos casados ou com namorado, dos não letrados ou daqueles com 2° grau completo/incompleto, do tipo de preparo ambulatorial e dos pacientes com pelo menos um exame realizado com o PSS-10 e os domínios selecionados. Conclusão: a análise da colonoscopia como fator de estresse é pouco estudada em nosso meio, assim como a associação dos processos de enfrentamento. A percepção de estresse foi maior entre os indivíduos da população da pesquisa quando comparados com a população do estudo de tradução e validação do instrumento. Quanto aos estilos de coping foram observados predomínios dos domínios com foco na emoção. Os resultados desta pesquisa permitiram o desenvolvimento de intervenções voltadas para a diminuição do estresse desses pacientes e que os estilos de enfrentamento encontrados nesta análise sejam utilizados para a melhoria da prática assistencial.<br>Introduction: Colonoscopy is one of the most complete methods of investigation for colorectal diseases, with several advantages. One is that it makes possible the observation of bowel mucus, directly and in a single session. Another is that it is one of the most accurate ways of diagnosing structural lesions in bowel. It is important to understand that patients who face this procedure interpret the exam as one that provokes discomfort, which leads to feelings of vulnerability, shame, fear and anxiety. In light of the emotional factors involved, the procedure may be viewed as a source of stress for the patient, and so, requires the implementation of strategies for approaching such a challenging situation. Objective: To analyze the perception of stress, according to bio-social and clinical variables, and coping styles of patients during the period preceding a colonoscopy procedure. Methods: This is a descriptive, transversal, field study with a quantitative approach developed by the Endoscopy Service of São Paulo Hospital University (HU-USP). One hundred patients in the preparatory stages were interviewed, of whom 100% were adults who had received a formal referral for the colonoscopy procedure. For the analysis, the following were employed: the Perceived Stress Scale (PSS-10), the Ways of Coping Questionare of Folkman and Lazarus (1985), as well as a semi-structured interview guide whose aim was to characterize the study population. Results: The bio-social profile of the sample population was predominantly female (73%), 65 years or older (50%), married or with a partner (90%) with at least one child (38%). The sample population also consisted of individuals with an eighth-grade or above level of education (33%), who professed a Faith of either Catholic or Evangelical (48% and 45%, respectively), for the most part retired (48%), with a history of hypertension (90%) and a family member with colon cancer (68%); 59% of the patients undergoing preparations revealed a medium level of perceived stress and the coping styles most utilized by these patients were the Social Support style (6,43±1,54), Acceptance of Responsibility Style (5,70±2,41) and Positive Reappraisal style (5,64±1,41). The variables of gender, age, marital status, schooling, type of preparation, and number of exams previously realized proved to be predictive factors of stress among this population. The statistically significant correlations within this study revealed themselves to be an association between PSS-10 and the coping strategies of Confrontive Coping, Distancing, Seeking Social Support, Acceptance of Responsibility and Positive Reappraisal. Among these predictors, an association of female, 65 years, married or with a partner, secondary schooling either complete or incomplete, with a outpatients preparation and patients with at least one procedure conducted style of PSS-10. Conclusion: The analysis of stress in the realization of colonoscopy exams is a little studied area in our field, as is the association of coping processes. The perception of stress was greater among the participants of the study, when compared with the instrument validation population. In terms of coping mechanisms, it was observed that those that focus on emotion were prevalent. The results of this study allow for a development of interventions that focus on diminishing stress in these patients. The results also permit that the coping mechanisms encountered in this analysis be utilized to better the work of care practitioners.
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Costa, Ricardo Benzinho da. "Caracterização do parasitismo gastrintestinal em cavalos de desporto e lazer no distrito de Coimbra." Bachelor's thesis, Universidade Técnica de Lisboa. Faculdade de Medicina Veterinária, 2011. http://hdl.handle.net/10400.5/3547.
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Dissertação de Mestrado Integrado em Medicina Veterinária<br>Em Portugal os cavalos assumem um papel de relevo devido às suas múltiplas funções nomeadamente no desporto, lazer, turismo, tracção animal e transporte. No entanto, surgem algumas constrições que afectam as suas performances. As doenças gastrointestinais, particularmente as parasitoses, tornam-se um problema de maior. A informação epidemiológica destas doenças em Portugal e suas diferentes regiões na população de equinos, embora em crescimento, ainda está por completar. Começam também a surgir variadíssimos estudos que apontam para um novo problema, a resistência aos anti-parasitários de rotina. Para que se possa deter toda a informação acerca destas doenças e como deverão ser combatidos os problemas que vão surgindo (resistências), deverão ser estudadas todas as variáveis que as influenciam, em particular a localização geográfica e a influência do stress induzido pela competição, sobre os níveis de parasitismo gastrintestinal.
Este trabalho foi iniciado com um inquérito aos proprietários para caracterizar as explorações envolvidas neste estudo, sendo posteriormente efectuadas colheitas e processamentos laboratoriais de amostras de fezes de equinos, mediante a realização de 3 métodos coprológicos (Willis, Sedimentação e McMaster) e coprocultura. Os objectivos do trabalho incluíram a identificação das formas parasitárias dos helmintes gastrintestinais e a análise da sua taxa e nível de infecção numa população de 50 equinos do Distrito de Coimbra. Dos 50 cavalos em estudo, 22 foram analisados antes e depois de uma competição, de forma a determinar a influência do factor stress sobre a eliminação de ovos nas fezes tendo em conta as estratégias de desparasitação utilizadas por cada proprietário. A análise das amostras de fezes permitiu verificar que 40 equinos (80%) estavam a eliminar ovos de estrongilídeos, mas todas as coproculturas apresentaram larvas L3, ou seja, 100% da população observada. Foram isoladas L3 de Triodontophorus spp., Strongylus vulgaris, Trichostrongylus axei e principalmente Cyathostomum spp. Dos 50 animais, 37 tinham até 150 OPGs, e destes 37, 24 tinham menos de 50 OPGs. Treze dos animais tinham 200 ou mais OPGs , e destes apenas 9 tinham mais de 500 OPGs. O máximo de OPGs encontrado foi de 3450 OPGs, que pertencia a uma égua de criação. Relativamente ao controlo feito em 22 animais de desporto antes e depois de competição observou-se que o stress induzido pelas provas não influenciou significativamente a emissão de ovos pelas fezes, ainda que a maioria dos animais tenha sofrido aumento no OPG em termos médios e absolutos.<br>ABSTRACT -
Horses assume a major role in Portugal due to their multifunctional abilities, especially in sports, tourism, pleasure, traction work. However, there are a few constraints affecting their athletic performances. Gastrointestinal diseases, parasitic diseases, in particular, are becoming a big problem. Epidemiological information about these diseases in equine population in Portugal is still needed. A wide range of new studies is showing a recent problem, the resistance to anthelmintics. In order to know how to prevent this emerging problem, it is crucial to study all variables, especially the geographic features and the stress induced by competition over gastrointestinal parasite levels.
The study began with a survey to the owners in order to feature the stud farms under study. Then, faecal samples were collected and lab processed according to flotation, sedimentation and McMaster coprological methods. Faecal cultures were also performed.
This study aimed to analyse all the influencing factors of parasitic diseases in 50 horses from the district of Coimbra. It included the identification of parasitic forms of gastrointestinal helminths in 50 horses, their rates and level of infection. Taking into account the deworming program, out of the 50 examined horses, 22 were analysed before and after a competition to determine whether stress is or is not an influencing factor on faecal egg level shedding, taking into account the deworming program.
The analysis of faecal samples showed that 40 horses (80%) were shedding strongyle eggs, but all faecal cultures were positive for L3 larval stages, which means that 100% of the examined population was positive. Were isolated L3 of the following genera/species: Triodontophorus, Strongylus vulgaris, Trichostrongylus axei and mainly Cyathostomum were isolated. Out of the 50 animals, and out of this 37 showed until 150 EPGs, and from this 37 group 24 had less than 50 EPGs, 13 had 200 or more EPGs, and only 9 had more than 500 EPGs. Only one breeding mare showed 3450 EPGs.
Regarding the 22 equines under control, the results showed that the competition seemed not to be a significant influencing factor on egg shedding, although the majority of examined animals showed an increase of EPG counts, both on absolute and average numbers.
Books on the topic "Exam Stress"
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James, Anthony. Say ‘No’ to Exam Stress. Routledge, 2020. http://dx.doi.org/10.4324/9781003038863.
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1935-, Hannan Damian, ed. Coeducation and gender equality: Exam performance, stress and personal development. Oak Tree Press in association with the Eonomic and Social Research Institute, 1996.
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If I don't pass the bar I'll die: 73 ways to keep stress and worry from affecting your performance on the bar exam. Aspen Publishers, 2008.
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Hamilton, Dawn. Passing exams: A guide for maximum success and minimum stress. Cassell, 1999.
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Matsui, Yūsei. Assassination classroom: Time for a teacher's exam. Viz Media, 2017.
Find full textBook chapters on the topic "Exam Stress"
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Kumar, Bhaveshi. "Focus: Beat Exam Stress." In Study Skills for Students with SLCN. Routledge, 2020. http://dx.doi.org/10.4324/9780429426346-8.
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Cottrell, Stella. "Stress, health and performance." In The Exam Skills Handbook. Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-01356-9_10.
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James, Anthony. "The exam stress lesson explained." In Managing Stress in Secondary Schools, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003094524-8.
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James, Anthony. "Getting to grips with stress." In Say ‘No’ to Exam Stress. Routledge, 2020. http://dx.doi.org/10.4324/9781003038863-4.
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James, Anthony. "The big picture on stress." In Say ‘No’ to Exam Stress. Routledge, 2020. http://dx.doi.org/10.4324/9781003038863-5.
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James, Anthony. "A brief overview of the stress management programme." In Say ‘No’ to Exam Stress. Routledge, 2020. http://dx.doi.org/10.4324/9781003038863-1.
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James, Anthony. "Unpacking the philosophy." In Say ‘No’ to Exam Stress. Routledge, 2020. http://dx.doi.org/10.4324/9781003038863-10.
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James, Anthony. "Introduction." In Say ‘No’ to Exam Stress. Routledge, 2020. http://dx.doi.org/10.4324/9781003038863-12.
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James, Anthony. "The contents of a stress management session." In Say ‘No’ to Exam Stress. Routledge, 2020. http://dx.doi.org/10.4324/9781003038863-2.
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James, Anthony. "Life can be stressful." In Say ‘No’ to Exam Stress. Routledge, 2020. http://dx.doi.org/10.4324/9781003038863-3.
Full textConference papers on the topic "Exam Stress"
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Hafeez, Muhammad Adeel, Sadia Shakil, and Sobia Jangsher. "Stress Effects on Exam Performance using EEG." In 2018 14th International Conference on Emerging Technologies (ICET). IEEE, 2018. http://dx.doi.org/10.1109/icet.2018.8603652.
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Rajini, Mangaleswarasharma, and Jae Yup Jared Jung. "Examination Stress and Stress Resilience: A Qualitative Study of Adolescent Students in Sri Lankan Government Schools." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7494.
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The General Certificate of Education: Advanced Level (G.C.E[A/L]) examination taken by adolescent students in collegiate level classes in Sri Lankan government schools has been widely criticised for contributing to an increase in exam-related stress. This study identifies the trigger factors that may cause stress in exam situations, explores the levels of stress experienced by students during different phases of exam situations, and examines the stress management strategies used by the adolescent students to cope with their stress. The cohort consisted of 27 adolescent students from collegiate level classes in government schools in the Jaffna and Anuradhapura zones in Sri Lanka were interviewed. Analysis of interview data was guided by grounded theory methodology which provides a systematic procedure to identify codes and categories. The findings revealed that several factors including the “gatekeeping role” of the exam for academic and career opportunities, competition for admission, a fear of failure, a desire for social respect, and expectations for achievement may trigger stress among adolescent students in exam situations. In addition, of the four stages of exam situations (i.e., preparation stage, confrontation stage, waiting stage, and outcome stage), students appear to experience substantial stress during the preparation stage. It is also worth noting that students appear to seek emotional support from others, seek support for learning from others, rely on their spiritual beliefs, and use relaxing diversions as some of the major strategies to manage their stress during exam situations. The findings of the study may contribute to the development of effective interventions to mitigate the stress of Sri Lankan adolescent students in exam situations in the future.
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Vuckovic, Vladan, and Milkica Nesic. "Exam stress influences on vowel characteristics determined with ADS v2.0 application." In TELSIKS 2009 - 2009 9th International Conference on Telecommunications in Modern Satellite, Cable, and Broadcasting Services. IEEE, 2009. http://dx.doi.org/10.1109/telsks.2009.5339469.
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Rafiul Amin, Md, Dilranjan S. Wickramasuriya, and Rose T. Faghih. "A Wearable Exam Stress Dataset for Predicting Grades using Physiological Signals." In 2022 IEEE Healthcare Innovations and Point of Care Technologies (HI-POCT). IEEE, 2022. http://dx.doi.org/10.1109/hi-poct54491.2022.9744065.
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Becker, James W., and Matthew L. Schulte. "Volumetric Examination After PWHT on a Carbon Steel Pressure Vessel." In ASME 2014 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/pvp2014-28727.
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Carbon steel pressure vessels may require post weld heat treatment (PWHT) for stress relief in accordance with global pressure vessel safety codes. When stress relieved, most of these vessels receive a full volumetric exam, such as radiography or ultrasound. Many supplementary design specifications require the volumetric exam take place after PWHT; however, when a volumetric exam after PWHT is required, vessel fabricators commonly perform an additional examination before PWHT to mitigate the risk of a second PWHT cycle. The increased cost associated with performing two full volumetric exams is passed on to the end-user of the pressure vessel. This investigation examines the need for a volumetric exam after PWHT on a carbon steel pressure vessel. Following a literature review and after analysis of radiography results from vessel fabricators in the United States, there is little evidence supporting a volumetric examination requirement after PWHT. PWHT does not cause sub-surface flaw development or sub-surface flaw propagation. A surface examination after PWHT is still recommended to confirm flaws have not developed near the surface during PWHT; however, a full volumetric examination on a carbon steel vessel after PWHT may be unnecessary.
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Belyaeva, Svetlana I. "The use of the BFB method for prevention of exam stress in schoolchildren." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-12.
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Kurniasari, Lia, Aji Mohammad Irfannur, Ayu Mardiana, Elvi Natalia, Erlinda Rara Sulviana, and Nur Ainun Jariah. "Predisposing and Reinforcing Factors in Patients with Breast Cancer in Samarinda, East Kalimantan." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.01.32.
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ABSTRACT Background: Breast Cancer can be disturbed for health and psychologically. Breast cancer has reached the second deadly disease. Causative factors include age, marital status, use of hormonal contraception, history of breastfeeding, family history, family support, self-acceptance, stress levels and knowledge of breast self-exam. This study aimed to investigate the factors predisposing and reinforcing the incidence of breast cancer in Samarinda, East Kalimantan. Subject and Method: This was a cross sectional study conducted in Samarinda, East Kalimantan. A total of 216 samples by using accidental sampling were selected for this study. The dependent variable was incidence of breast cancer. The independent variables were education, marital status, use of hormonal contraception, history of breastfeeding, family history, family support, self-acceptance, stress levels and knowledge of breast self-exam. The data were collected by questionnaire via google form. Data analysis used Chi Square test. Results: The significant risk factors of breast cancer were education, marital status, hormonal contraception, history of breastfeeding, stress conditions, and self-acceptance. family history and family support, and breast self-exam knowledge were insignificantly associate with the risk of breast cancer. Conclusion: The significant risk factors of breast cancer are education, marital status, hormonal contraception, history of breastfeeding, stress conditions, and self-acceptance. Family history and family support, and breast self-exam knowledge are insignificantly associate with the risk of breast cancer. Keywords: Breast cancer, predisposing, reinforcing. Correspondence: Lia Kurniasari. Public Health Study Program, Faculty of Health and Pharmacy, Muhammadiyah University of East Kalimantan, Indonesia. Email: liakesmas@umkt.ac.id. Mobile: +6285231669773. DOI: https://doi.org/10.26911/the7thicph.01.32
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Rudra, Tarashankar, Manning Li, and Manolya Kavakli. "ESCAP: Towards the Design of an AI Architecture for a Virtual Counselor to Tackle Students' Exam Stress." In 2012 45th Hawaii International Conference on System Sciences (HICSS). IEEE, 2012. http://dx.doi.org/10.1109/hicss.2012.249.
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Maryska, Milos, Petr Doucek, and Lea Nedomova. "Comparison of Applicant's Results for Studies from Russia and Vietnam at the University of Economics, Prague." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3708.
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Aim/Purpose: The aim of this paper is analysis of applicants for study at the University of Economics, Prague (UEP) that are coming from foreign countries. The second aim is to learn the graduation rate of foreign students. Background: Knowledge about applicants results are important for changing entrance exams according to the changing situation in high school education systems and according to the changing requirements coming from teachers at UEP. The background question is, if the both components of entrance exams should have the same significance. Methodology: Entrance exams results were analysed for 2009-2016 period. We used standard statistics methods supported by the IBM SPSS tool and Microsoft Excel. All data were processed by way of Microsoft SQL Server. We analyzed the faculties that require Mathematics and English entrance exams. We are comparing mainly results of applicants from Russia and Vietnam. For graduation rate estimations the logit model approach has been applied. The data for our analysis came from UEP information systems and hard-copy applications and were then set anonymous. Contribution: Detailed analysis of situation at the UEP and guideline on how to process similar research at another universities. Paper offers comparison of Russian education system results in Mathematics and English with the education system of Vietnam. Further contribution is for Vietnamese potential applicants for study in the Czech Republic. Findings: Based on our analysis, we concluded that total number of applicants for studies was 109,996 students at the UEP during the analyzed period and applicants from Vietnam 1,686 and from Russia 7,227. For studies were accepted 717 applicants from Vietnam (42.5%) and 1,986 applicants from Russia (27.5%). We were also able to prove a slightly positive correlation between the number of points obtained for the English entrance exam and the mathematics entrance exam. However, this correlation goes slightly downhill over time. Further findings are from logit model of correlation between number of obtained points and successfully studies completion. The border for effective acceptance of students from this data set is approximately 170 obtained points in entrance exam. Recommendations for Practitioners : This analysis offers results of entrance exams on UEP from English and Mathematics. Recommendation could be held in comparison of education systems efficiency in Russia and Vietnam in these two areas with reflection requirements on students of economy at University of Economics, Prague. Recommendation for Researchers: The way of analysis, number of analyzed sample, final data and conclusions from this research. Using logit model for study success rate modeling. Offer for cooperation in analysis of entrance exams data queues. Impact on Society: Comparison of entrance exams results on University of Economics, Prague between Russian and Vietnamese applicants for study in the area of economics. Comparison of education systems effectiveness in Vietnam and in Russia in relation to economics studies in EU country. Future Research: Process this analysis in longer period and extend for another countries and nationalities. Next step planned for this is year is analysis of relation among results of Mock Entrance Exams – Entrance Exams – Study Results. This is long-term plan. In next 5 years, we should be able to answer question if there is some probability, that students failed during standard entrance exams when these students pass mock exams for example because he was in stress?
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Newman, William J., Richard E. Debski, John C. Gardiner, Susan M. Moore, and Jeffrey A. Weiss. "Function of the Anterior Band of the Inferior Glenohumeral Ligament During the Load and Shift Test." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-32497.
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The anterior band of the inferior glenohumeral ligament (AB-IGHL) plays a crucial role in anterior shoulder stability. This capsulo-ligamentous structure originates on the anterior edge of the glenoid and labrum and inserts on the anterior/lateral edge of the articular surface of the humeral head. AB-IGHL detachment from the anterior glenoid and labrum (Bankart lesion) as well as capsular stretching are frequent injuries for which initial diagnosis is often difficult. The load and shift test is a clinical exam used to assess the magnitude of anterior instability by applying an anterior load to the humeral head with the shaft in 60 degrees of abduction [1]. Information on the magnitudes and distribution of stress and strain can help in the interpretation of motion during the exam as well as assist in localizing instabilities to particular regions of the capsule. The objectives of this study were to examine the stress and strain in the AB-IGHL during the load and shift test using finite element (FE) modeling techniques.
Reports on the topic "Exam Stress"
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Teacher assessments could replace high-stake testing to improve student well-being. ACAMH, 2019. http://dx.doi.org/10.13056/acamh.10674.
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Many students experience anxiety and distress during exams, and these emotions can have a negative effect on achievement. Notably, one of the top-reported concerns voiced by children in the UK is the stress and anxiety associated with school work and exam performance.