Abstract
Abstract Teaching practice is essential for students who want to be a teacher, and many students feel stress during the practice period, but precise effects of the persistent stress on mental and physiological state are not completely
Highlights
Many people are exposed to various psychosocial stressors, and influences of stress, stress related diseases or disorders have been vigorously investigated [1,2,3,4]
To clarify the influence of persistent psychosocial stress in the real world on mental state and physiological state, we studied mental state and autonomic nervous activity of female college students during teaching practice period, and compared them with those during the control period, along with the response characteristics to physical and psychological (Stroop color–word conflict test) stimuli, in female college students who were having 4 weeks of practice teaching in elementary schools
Basal mental state was assessed by Cornell Medical Index (CMI) and state-trait anxiety inventory (STAI)
Summary
Many people are exposed to various psychosocial stressors, and influences of stress, stress related diseases or disorders have been vigorously investigated [1,2,3,4]. Stress is believed to be beneficial to growth and development when its duration is brief and its intensity is adequate, whereas stress would be harmful when its duration is long and/or its intensity is excessive [8,9]. It is still difficult to discriminate good stress from bad one. Long lasting excessive stressors are bad for health, and it is important to know the stressed state before falling ill. Laboratory induced acute stress usually induces sympathetic activation with parasympathetic withdrawal and hypothalamo-pituitary-adrenal axis activation [7,10], the stress responses would be different between individuals depending on their personality or the level of stressed state [7,11].
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