Students' Emotions, Physiological Reactions, and Coping in Academic Exams

Introducing National Tests in Swedish Primary Education: Implications for Test Anxiety

“…We therefore wish to emphasise the importance of teaching or otherwise imparting adaptive coping behaviour, focus on the task at hand, and emotional regulation during formal education (cf. Onyeizugbo, 2010;Spangler et al, 2002). The benefits of specific relaxation procedures have been shown to be particularly significant for stressful procedures involving reading (cf.…”

Understanding Engineering Students' Stress and Emotions during an Introductory Engineering course.

“…[5][6][7][8][9][10][11][12] Some researchers in education, but not many, have utilized the biological marker salivary cortisol to indicate students' stress and emotional states. 13,14 Notably, a multi-method interdisciplinary approach in engineering educational research has yet to be established. Interdisciplinary work, however, is crucial for incorporating theories with practice in education, since the inclusion of biomarkers in emotionand-motivation-related research could provide support for current theory and its application, to enhance learning and course engagement.…”

“…38 Spangler, Pekrun, Kramer, & Hofmann found predictions of test-related negative emotions to university students' cortisol responses. 13 Thus, we posited that emotional components and its appraisal antecedents (e.g., subjective control) will be dually reflected in the bio-manifestations of students' salivary profiles, represented by saliva cortisol in the current study. In particular, academic positive emotions should be related to a lower manifestation of the stress.…”

Analysis of person-situation interactions in educational settings via cross-classified multilevel longitudinal modeling: illustrated with the example of students’ stress experience

“…Characteristics like academic self-concept may affect emotional, cognitive, and motivational states (Sembill, 2004;Sembill et al, 2002). There are direct as well as indirect relationships between traits and states; coping processes mediate this relationship (Spangler et al, 2002).…”