The level of anxiety and state of autonomic regulation depending on the predicted examination grades in students living under unfavorable environmental conditions

Поборский, А. Н.; Yurina, M. A.; Lopatskaya, Zh. N.; Deryagina, E. Yu.

doi:10.1134/s0362119709040045

Hum Physiol

2009

DOI: 10.1134/s0362119709040045

|View full text |Cite

The level of anxiety and state of autonomic regulation depending on the predicted examination grades in students living under unfavorable environmental conditions

А. Н. Поборский

M. A. Yurina

Zh. N. Lopatskaya

et al.

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2012

2021

Publication Types

Select...

Article3

Relationship

Self Cite0

Independent3

Authors

Journals

Cited by 3 publications

(2 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, students expecting a grade of ''C'' experienced the highest levels of state anxiety, while those expecting an ''A'' experienced the lowest levels of state anxiety. Further, forty-five percent of women anticipating a grade of ''C'' reported numerous stress-related symptoms such as headaches, sleeplessness, fatigue, and heart palpitations (Poborskii et al, 2009).…”

mentioning

confidence: 99%

“…That is, students tend to rate instructors more favorably when their expected grades are consistent with their goals for the course. Poborskii, Yurina, Lopatskaya, & Deryagina (2009) examined students' levels of anxiety and physiological reactions in relation to expected exam grades. Emotional distress was higher in those students expecting a ''C'' grade compared to students expecting an ''A'' or ''B'' grade and was accompanied by increased cardiac activity, particularly heart rate.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Components of Students' Grade Expectations for Public Speaking Assignments

Larseingue

Sawyer²,

Finn

2012

Communication Education

View full text Add to dashboard Cite

Although previous research has linked students' expected grades to numerous pedagogical variables, this factor has been all but ignored by instructional communication scholars. In the present study, 315 undergraduates were presented with grading scenarios representing differing combinations of course rigor, teacher immediacy, and student self-efficacy. For each scenario, students estimated the numerical grades they would expect to receive on basic course speaking assignments. Componential analysis (Kenny, 1994) was used to decompose expected speech scores into perceiver, target, and the unique reactions of individual respondents, which respectively accounted for 20.4%, 60.2%, and 19.4% of the variable of interest. Within the target effect, student perceptions of how they had prepared and performed in classroom speaking situations represented the largest single variance subcomponent (31.4%), followed by perceptions of course rigor (23.3%) and teacher immediacy (5.5%). Recommendations for future research and instructional practice are advanced.

show abstract

mentioning

confidence: 99%

mentioning

confidence: 99%

Components of Students' Grade Expectations for Public Speaking Assignments

Larseingue

Sawyer²,

Finn

2012

Communication Education

View full text Add to dashboard Cite

show abstract

Kérdö Autonomic Index: Role of Initial Parameters, Areas, and Limitations of the Use

2021

View full text Add to dashboard Cite

Perceptions of Blended Learning Competencies and Obstacles among Educational Technology Students in Light of Different Anxiety Levels and Locus of Control

Aldalalah

Gasaymeh

2014

CONTEMP EDUC TECHNOL

View full text Add to dashboard Cite

The purpose of this study was to investigate the effects of locus of control and anxiety level on the Jordanian educational technology students' perceived blended learning competencies and obstacles. The independent variables were the locus of control (Internal, External) and anxiety level (Low, Moderate, High). The dependent variables were the students' perceptions of their personal blended leaning competences (Knowledge & Technological) and students' perceptions of the obstacles of blended leaning. The study sample consisted of 107 undergraduate educational technology students. Inferential statistics were conducted to analyze the data. Analysis of variance and pairwise post hoc tests were carried out to examine the main effects as well as the interaction effects of the independent variables on the dependent variables. The findings of this study showed that students with internal locus of control performed significantly better than external locus of control students in blended learning competencies (Knowledge &Technological) and blended learning obstacles. The findings of this study also showed that moderate anxiety students performed significantly better than low and high anxiety students in blended learning competencies (Knowledge &Technology) and blended learning obstacles. Finally, the study found that there was no significant difference between the low and high anxiety students in blended learning obstacles.

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

The level of anxiety and state of autonomic regulation depending on the predicted examination grades in students living under unfavorable environmental conditions

Cited by 3 publications

References 1 publication

Components of Students' Grade Expectations for Public Speaking Assignments

Components of Students' Grade Expectations for Public Speaking Assignments

Kérdö Autonomic Index: Role of Initial Parameters, Areas, and Limitations of the Use

Perceptions of Blended Learning Competencies and Obstacles among Educational Technology Students in Light of Different Anxiety Levels and Locus of Control

Contact Info

Product

Resources

About