Study, examinations, and stress: blood pressure assessments in college students1

Hughes, Brian M.

doi:10.1080/0013191042000274169

Cited by 49 publications

(27 citation statements)

References 22 publications

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“…Currently, the time course and extent of examination stress effects on cortisol or IgA secretion and psychological processes is unclear (Jemmott and Magloire 1988;Maes et al 1997;Spangler 1997;Ng et al 2003;Stowell 2003;Bosch et al 2004;Hughes 2005). Our findings in undergraduate students suggest that academic stress, defined as an extended examination period, does not alter S-IgA levels.…”

Section: Discussioncontrasting

confidence: 54%

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: Discussioncontrasting

confidence: 54%

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

Murphy

Denis

Ward

et al. 2010

Stress

View full text Add to dashboard Cite

show abstract

“…Within this group, the largest group has been health and social care related (see Linn et al 1984;Daly et al 2002;Firth 1986;Folse et al 1985;Radcliffe et al 2003;Lee et al 2001, Redwood andPollak 2007). A second significant group of studies has focused on psychology students (Michie et al 2001;Gadzella et al 1998;McCarthy et al 2001;Hughes 2005).…”

Section: Previous Studies Into Students and Stressmentioning

confidence: 95%

“…How students experience stress will also be affected by the individual's attitude towards their studies. Students that are classed as high achievers are more likely to be predisposed towards experiencing stress (Hughes 2005).…”

Section: Stressors Related To Studyingmentioning

confidence: 99%

Stress among higher education students: towards a research agenda

2008

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This article has two primary aims. Firstly, it provides a critical review of previous studies into student stress and identifies several important issues that, as yet, have not been explored. There has been no consideration of the effect of students maturing during their studies on the stress that they experience and how they cope with that stress. Secondly, the article highlights limitations in the past and present literature base, where there has been a concentration on a quantitative approach, and focus on a narrow range of subject groups. There is also a need to undertake longitudinal research to investigate individuals' stress experiences during the period they study at university. Overall the key assertion here is that thus far research into student stress has not offered a complete account and explanation of students' stress experiences.

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“…Seven of the eight null hypotheses were rejected. We speculate that the lack of statistical significance between the treatment and control groups’ current perceived stress level means may be due to the stressful social and environmental conditions occurring at the time of posttest, during the seasonal demands of end‐of‐semester activities (i.e., academic finals and course assignments; B. M. Hughes, 2005).…”

Section: Discussionmentioning

confidence: 99%

The Effects of a Stress Management Course on Counselors‐in‐Training

Abel

Smith

2012

Couns Edu & Supervision

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The effects of a stress management course on the stress knowledge and coping techniques of 101 graduate students in counseling were examined. Participants, drawn from various racial groups, were typically female (79%) and 21 to 55 years of age. Seven of the 8 null hypotheses were rejected. There were significant differences on 6 of the 7 dependent variables (overall knowledge of stress, perceived state and trait anxiety, stress response to positive and negative self‐statements, and general and current stress level). The treatment group learned and implemented stress management strategies to better cope with stress. Recommendations and further directions for research are offered.

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Study, examinations, and stress: blood pressure assessments in college students1

Cited by 49 publications

References 22 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

Stress among higher education students: towards a research agenda

The Effects of a Stress Management Course on Counselors‐in‐Training

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