Academic Examinations and Immunity: Academic Stress or Examination Stress?

Bosch, Jos A.; geus, Eco E. J. De; Ring, Christoffer; Amerongen, A. van Nieuw

doi:10.1097/00006842-200407000-00025

Cited by 12 publications

(20 citation statements)

References 14 publications

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“…However, Takatsuji et al (2008) found a significant increase in S-IgA, but not cortisol levels, in nursing students after an examination, while Jemmot and Magloire (1988) found a decrease in S-IgA during an examination period. In general, reported disparities of the influence of academic examinations on stress and immune measures are possibly due to differences in testing methodologies (Stowell 2003;Bosch et al 2004). …”

Section: Introductionmentioning

confidence: 99%

“…The concept of "academic examination stress" is quite broad and encompasses a wide range of both assessment and examination situations (Stowell 2003;Bosch et al 2004). For example, assessments can include self-report or physiological measures of stress, and academic examinations vary in their ability to induce stress.…”

Section: Introductionmentioning

confidence: 99%

“…For example, assessments can include self-report or physiological measures of stress, and academic examinations vary in their ability to induce stress. It has been suggested that one important feature of testing stress and immune functioning during an academic examination period is whether or not the testing occurs acutely (directly before an examination) or more chronically (during an extended examination period) (Bosch et al 2004). Accordingly, it has been suggested that the term "examination stress" reflects studies conducted prior to a single examination, while "academic stress" reflects general student pressures to perform during an extended period of assessment (Bosch et al 2004).…”

Section: Introductionmentioning

confidence: 99%

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Academic stress differentially influences perceived stress, salivary cortisol, and immunoglobulin-A in undergraduate students

Murphy

Denis

Ward

et al. 2010

Stress

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Academic examination stress is reported to increase physiological and self-report measures of stress and to decrease immune functioning. Here, we investigate biochemical and self-report measures of stress, immune functioning, and academic pressures before and during a midterm examination period. Undergraduate students were asked to complete a measure of global stress, the perceived stress scale (PSS-10), and to indicate their current level of perceived stress. They also answered questions regarding specific academic pressures and provided a saliva sample for cortisol and salivary immunoglobulin-A (S-IgA) quantification. Students showed increased salivary cortisol concentrations and also reported greater acute perceived stress during the examination period compared to the non-examination period. Although cortisol concentrations and perceived stress were significantly higher during the examination period, participants reported similar levels of global stress (PSS-10) during both testing sessions. Additional analyses showed a non-significant increase in the level of S-IgA from the non-examination period to the examination period. Specific pressure variables that appeared to contribute to stress regulation during the examination week included the amount of time spent studying and concern about the impact of examinations in the future. By demonstrating measures of chronic examination stress, these findings provide new insight into the complex relationship between examination stress, cortisol, and immune functioning.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Academic stress differentially influences perceived stress, salivary cortisol, and immunoglobulin-A in undergraduate students

Murphy

Denis

Ward

et al. 2010

Stress

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show abstract

“…For example, secretory immunoglobulin A may be increased or decreased, depending on whether the saliva sample for examination is collected within minutes of beginning the academic exam or at some other time of the day (Bosch et al, 2004). Thus, laboratory stressors are useful, because it is Life Sciences 79 (2006) 660 -664 www.elsevier.com/locate/lifescie possible to have better control of experimental variables.…”

Section: Introductionmentioning

confidence: 99%

Influence of anxiety on the production of oral volatile sulfur compounds

Calil

Marcondes

2006

Life Sciences

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“…Cohen, Tyrrell, & Smith, 1991;Jemmott & Magloire, 1988). Both methods provide valuable data for the fi eld of stress and health, particularly because of the increasing evidence that the physiological effects of chronic stress may differ greatly from those of acute stress (Bosch, de Geus, Ring, & Amerongen, 2004).…”

mentioning

confidence: 99%

Sleep: an important factor in stress‐health models

Benham

2010

Stress and Health

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A growing body of literature supports the notion that psychological stress negatively impacts physical health. In parallel to this programme of stress/health investigations, researchers are demonstrating the deleterious health effects of poor sleep. The current study simultaneously examines the association of both stress and sleep with health. Two hundred and eighteen subjects completed an anonymous survey packet that included stress, sleep and health measures. Psychological stress (as assessed by both life-events and by self-perceived stress), daytime sleepiness and poor sleep quality, but not sleep quantity, were all negatively associated with health. A regression model that integrated both stress measures was a statistically signifi cant predictor of health. Adding the sleep measures to the stress-health model accounted for a statistically signifi cantly greater proportion of the variance in health scores, with the stress + sleep model accounting for 39-56 per cent of the variance in health scores depending on the health measure used. These results suggest that studies of stress and health may benefi t from the inclusion of sleep measures and that, from a practical standpoint, poor sleep might be best understood not simply as a sequela of psychological stress but rather as a factor that should be actively addressed as part of the treatment programme.

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Academic Examinations and Immunity: Academic Stress or Examination Stress?

Cited by 12 publications

References 14 publications

Academic stress differentially influences perceived stress, salivary cortisol, and immunoglobulin-A in undergraduate students

Academic stress differentially influences perceived stress, salivary cortisol, and immunoglobulin-A in undergraduate students

Influence of anxiety on the production of oral volatile sulfur compounds

Sleep: an important factor in stress‐health models

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