Influence of examination stress and psychoemotional characteristics on the blood pressure and heart rate regulation in female students

Dimitriev, Dmitry; Димитриев, А. Д.; Karpenko, Yuri; Saperova, Elena

doi:10.1134/s0362119708050101

Cited by 25 publications

(15 citation statements)

References 21 publications

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“…Corre lations between exam stress (seen as high activation) and exam anxiety in all the situations, for both exam sittings, suggest that the anxiety was induced by the exam stress. The results referring to the effects of exam proxim ity on stress and anxiety levels are consistent with results of some previous investigations, where higher stress and state anxiety levels were found before the exam, in comparison with the post exam period [4,8,34]. Some authors [5] also found that negative emo tions were prominent before the exam, but signifi cantly decreased immediately after the exam.…”

Section: Discussionsupporting

confidence: 91%

Exam experience and some reactions to exam stress

Šimić¹,

Manenica²

2012

Hum Physiol

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671 Various studies of exam stress have shown that exam periods and exam situations are stressful for stu dents, which is especially true for oral exams. Some of the studies showed an increase in anxiety level, depres siveness and negative emotional states [1][2][3][4][5][6][7]. Some other authors who used cardiovascular, adrenocortical and immune system reactions, found an increase in cortisol level and immune suppressive effects which were related to exam stress [6,[8][9][10][11][12]. Stress induced immunosupresion increased the upper respiratory tract problems during exam periods [10,13]. High incidence of abdominal pains in students before exams was also related to exam stress [14], while lower exam scores related to higher levels of experienced exam stress [6]. Some authors [15] followed up changes in some psychophysiological variables before and after exams, where they found an increase in bad mood, lack of energy, bodily discomfort, somatic strain and restlessness of students during pre exam period. Their cortisol level and heart rate were increased after exams. Although there is a considerable number of studies on exam stress before and after exams, there is a paucity of studies, however, on physiological reac tions during the exam itself. One of such studies with continuous heart rate monitoring showed that oral exams were more stressful than written [8]. In a similar study, the authors [16] measured blood pressure and heart rate of students undergoing a medical licensing examination, five minutes before, three times during and five minutes after the exam. They found higher diastolic blood pressure and heart rate during the 1 The article is published in the original. exam, while systolic pressure did not change signifi cantly.Although heart rate proved to be a good indicator of overall stress, it does not clearly reflect changes in mental component of the load, which is one of the major components of exam stress. Better stress param eters are based on variability of cardiac R-R intervals (HRV) which are more sensitive to changes in mental load [17,18]. Some other studies showed a decrease in HRV parameters when mental load increased in tasks of various complexities [19][20][21]. Similar results were obtained in real working situations in offices, on pilots during flights, etc. [22][23][24]. Using cardiac activity parameters, our previous study [25] showed, not only could they be good indicators of stress during an exam, but they differentiated relative contributions of emo tional and mental stress components to overall of exam stress.Most of aforementioned investigations have shown that student' stress increases as their exams approach, but none of them gives any reference to previous exam experience and its effects on experienced exam stress. The only study of this kind was done on the first and second year medical students [26]. The authors found that the first year students had higher heart rate levels during oral exams, than their colleagues in the second year. This study ought to be taken with a res...

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Section: Discussionsupporting

confidence: 91%

Exam experience and some reactions to exam stress

Šimić¹,

Manenica²

2012

Hum Physiol

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“…Most previous studies regarding stress experienced during SP scenarios have been qualitative and have focused on SPs rather than on students 2 . Quantitative investigations of stress induced by SP scenarios are needed, as are objective assessments of the reported stress, such as heart rate variability (HRV), the periodic variation in R–R intervals of the heart beat, which, when reduced, has been shown to be a physiological indicator of stress 3 . Similarly, students’ motivation in SP scenarios has never been properly evaluated.…”

Section: Introductionmentioning

confidence: 99%

Effects of medical training scenarios on heart rate variability and motivation in students and simulated patients

et al. 2009

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“…An admission was made that the study should detect a minimal effect size at a significance level of 0.05 and 80% power (Machin et al 2011). The sample size was calculated on expected differences (δ) and standard deviations of difference (SD) of HR (δ = 3 beats/min, SD = 11.77 beats/min), lnSDNN (δ = 0.09 s, SD = 0.39 s) , lnLF (δ = 0.25 ms2, SD = 0.95 ms2), lnHF ( δ = 0.25 ms2, SD = 1.02 ms2) and lnLF/HF ( δ = 0.2, SD = 0.84), on the basis of previous studies from our group (Dimitriev et al 2008). The minimum sample sizes were estimated to be 123, 148, 116, 133 and 144 for lnHR, lnSDNN, lnLF, lnHF and lnLF/HF, respectively.…”

Section: Stress Due To University Examinationmentioning

confidence: 72%

Interindividual variability in HRV reactivity: autonomic flexibility or regression to the mean?

Dimitriev

Saperova

Indeykina

et al. 2018

Preprint

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Objective: There is now a substantial body of evidence linking the baseline level of heart rate variability (HRV) with the magnitude of stress-induced reduction in respiratory sinus arrhythmia. However, it remains to be proved to what extent these interindividual differences in stress responses may be attributed to the statistical phenomenon of regression to the mean (RTM). We sought to test the hypothesis that the statistical artifact RTM explains part of the baseline effect.Approach: Heart rate recording was carried out in 1,156 volunteers. To obtain an estimate of the stress response, 148 persons were randomly selected. Participants were monitored on a rest day and just before an academic examination for state anxiety and HRV. Participants were divided into quartiles according to baseline HRV levels and were compared for response to academic stress. Main results: We observed a significant reduction in HRV in subjects with a high baseline HRV (> 75th percentile), while a significant increase was found in the group with low baseline HRV. Regression analysis demonstrated that the value of baseline HRV correlated with the magnitude of stress reaction consistent with the RTM model. Baseline-adjusted ANCOVA does not reveal significant intergroup differences in the changes in heart rate (HR) and HRV from rest to exam. RTM-adjusted estimates confirmed an exam effect for HR and HRV. Significance: The results of our study strongly support RTM as the source of variability of stress-related changes in HRV.

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Influence of examination stress and psychoemotional characteristics on the blood pressure and heart rate regulation in female students

Cited by 25 publications

References 21 publications

Exam experience and some reactions to exam stress

Exam experience and some reactions to exam stress

Effects of medical training scenarios on heart rate variability and motivation in students and simulated patients

Interindividual variability in HRV reactivity: autonomic flexibility or regression to the mean?

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