Some stress is good stress: The challenge-hindrance framework, academic self-efficacy, and academic outcomes.

Travis, Justin; Kaszycki, Alyssa; Geden, Michael; Bunde, James

doi:10.1037/edu0000478

Cited by 64 publications

(41 citation statements)

References 53 publications

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“…Baseline trials offered no such pressing need for correct responses. Previous research has shown some beneficial effects of stress on concentration (Degroote et al, 2020) and performance (Beste et al, 2013;Travis et al, 2020), particularly under low task demands (Kim et al, 2017). Indeed, our task was quite simple, as confirmed by the generally high rate of correct responses.…”

Section: Behavioural and Heart Rate Resultssupporting

confidence: 60%

Don’t Stress, It’s Under Control: Neural Correlates of Stressor Controllability in Humans

Meine

Meier

Meyer

et al. 2021

Preprint

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Animal research has repeatedly shown that experience of control over an aversive event can protect against the negative consequences of later uncontrollable stress. Neurobiologically, this effect is assumed to correspond to persistent changes in the pathway linking the ventromedial prefrontal cortex (vmPFC) and the dorsal raphe nucleus. However, it remains unclear to what extent these findings translate to humans. During functional magnetic resonance imaging, we subjected participants to controllable and uncontrollable aversive but non-painful electric stimuli, as well as to a control condition without aversive stimulation. In each trial, a symbol signalled whether participants could terminate the stressor through correct performance in a button-matching task or whether the stressor would be randomly terminated, i.e., uncontrollable. Along with neural responses, we assessed participants' accuracy, reaction times, and heart rate. To relate neural activations and subjective experience, we asked participants to rate perceived control, helplessness, and stress. Results were largely in line with our hypotheses. The vmPFC was generally deactivated by stress, but this effect was attenuated when participants could terminate the stressor compared to when their responses had no effect. Furthermore, activation in stress-responsive regions, including the bilateral insula, was reduced during controllable trials. Under uncontrollable stress, greater vmPFC recruitment was linked to reduced feelings of helplessness. An investigation of condition-dependent differences in vmPFC connectivity yielded no significant results. Our findings further corroborate animal research and emphasise the role of the vmPFC in controllability-dependent regulation of stress responses. Based on the results, we discuss future directions in the context of resilience research and mental health promotion.

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Section: Behavioural and Heart Rate Resultssupporting

confidence: 60%

Don’t Stress, It’s Under Control: Neural Correlates of Stressor Controllability in Humans

Meine

Meier

Meyer

et al. 2021

Preprint

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show abstract

“…Especificamente no ambiente universitário, existem inúmeros fatores que podem afetar a percepção de estresse por parte dos alunos, de modo que a determinação geral de sua consequente relação com o desempenho acadêmico em uma grande população torna-se desafiadora dado que, individualmente, o estresse pode ter atuado de maneira motivacional ou incapacitante (Lazarus, 2006;Travis et al, 2020).…”

Section: Resultsunclassified

Relação da ansiedade e estresse no desempenho acadêmico em avaliações sob metodologia ativa

Santos¹,

Lima²,

Bezerra³

et al. 2021

RSD

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Este estudo objetiva analisar a relação da ansiedade e estresse no desempenho de acadêmicos do curso de Odontologia em avaliações sob metodologia ativa. Caracteriza-se como transversal e retrospectivo, com abordagem quantitativa desenvolvida através de formulário eletrônico, com 71 acadêmicos do curso de odontologia de uma ficha de identificação do participante, do inventário beck de avaliação da ansiedade (BAI), e da ficha de percepção de estresse antes, durante e após a metodologia ativa aplicada em suas avaliações. Percebeu-se maior parcela de estudantes com idade entre 18 e 24 anos (80,02%), apresentando entre 1 e 3 horas diárias de estudo (30,98%). Quanto a avaliação de ansiedade, maior grau de ansiedade moderada ou grave (53,5%). Contudo, na análise do valor médio atribuído ao estresse, observou-se predominância antes e durante a avaliação, tendo redução após seu término (6,30±3,07; 6,73±2,85; e 3,42±3,16, respectivamente). Ao estabelecer a correlação entre os valores médios de percepção de estresse e os níveis de ansiedade, percebeu-se correlação positiva, moderada e significativa nos três momentos avaliados (p<0,05) e ainda obteve-se diferença significativa entre os valores de estresse durante (A) e após a avaliação (B) com os valores de nota indicados pelos acadêmicos (A:[F(1,718) = 529,27; p> 0,037]; B:[F(10,24) = 569,7; p<0,001]). Portanto, reforça-se a percepção multifatorial da influência no desempenho acadêmico, podendo o estresse e ansiedade serem estimulantes ou bloqueadores desse desempenho, cabendo ao docente o uso de metodologias que estimulem um resultado mais próximo da realidade de aprendizado do educando.

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“…Experiencing a disclosure-dilemma can be stressful. Stress negatively influences academic performance among students (Sharp and Theiler 2018;Travis et al 2020). The 'To tell or not to tell?…”

Section: Discussionmentioning

confidence: 99%

To tell or not to tell about your mental health problems? An intervention for students

Hofstra

Boonstra

Korevaar

2021

Journal of Further and Higher Education

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Worldwide, an increasing number of students in higher education have mental health problems. Talking about these problems at the university is often not that easy. Students fear to be stigmatised if they disclose their problems to others. However, if they do not disclose their problems, they may not get the support they often need. Existing interventions to help people with this disclosure-dilemma are not specifically aimed at students, and lack certain important aspects. Therefore, we developed an intervention to help students with making a personal, well-informed decision regarding whether or not to disclose their problems. We examined the experiences of students and professionals with the new intervention. Moreover, we studied whether the students were less concerned about disclosure and experienced less decisional conflicts after using the intervention. Students with mental health problems from three universities of applied sciences in the Netherlands completed questionnaires prior to the intervention, directly after and three months after. In addition, the educational professionals reported their experiences with applying the intervention. Both students and professionals appreciated the contents and structure of the intervention and students' level of concern about disclosure and level of decisional conflicts were lower after using the intervention.

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Some stress is good stress: The challenge-hindrance framework, academic self-efficacy, and academic outcomes.

Cited by 64 publications

References 53 publications

Don’t Stress, It’s Under Control: Neural Correlates of Stressor Controllability in Humans

Don’t Stress, It’s Under Control: Neural Correlates of Stressor Controllability in Humans

Relação da ansiedade e estresse no desempenho acadêmico em avaliações sob metodologia ativa

To tell or not to tell about your mental health problems? An intervention for students

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