Effects Of Examination Stress Research Articles

Evaluation of physiological effects of examination stress on Quantitative red blood cells count and hemoglobin in female medical students at Peoples University of medical and health sciences for women, Nawabshah.

Objective: To assess the physiological effects of examination stress on red blood cells in female medical students at Peoples university of medical and health sciences for women, Nawabshah. Study Design: Comparative Cross Sectional study. Setting: Department of Physiology, Peoples University of Medical & Health Sciences for Women, Shaheed Benazir Abad. Period: 7th April 2019 to 6th October 2019. Methods: A total 110 healthy students of first & Second year MBBS were included for this, by the non-probability randomized sampling technique, divided into two equal (55-students in each) groups A and B first & second year MBBS. Blood samples were collected prior to and during the exam, and the findings were evaluated using statistical software. Results: The mean RBC count ± SD thru the examination of students including the first year was 4.98±0.26 c/cm3, which was considerably higher than the pre-exam mean RBC count ±SD of 4.65±0.27 c/cm3. There was a small rise in RBC count throughout the examination compared to before (n = 55, p-value = 0.031) among the first-year students. During the second year examination, students had a mean RBC count ± SD of 4.67±0.28 c/cm3, which was not substantially higher than the pre-exam mean of 4.66±0.33 c/cm3. There was no significant increase in RBC count throughout the examination compared to before it among 2nd year students (n = 55, p-value = 0.932). Conclusion: Findings of study concluded that examination stress significantly affects first-year medical students' red blood cell (RBC) count, increasing it during exams, but not second-year students. This suggests varying physiological responses to stress, possibly due to academic adaptation or stress levels.

Assessing Physiological Responses: Exam Stress and Leukocyte Count in Medical Students at PUMHSW, Nawabshah

Background: Medical students are confronted with substantial academic and psychological stressors during their education. Studies report that examination stress can have a noteworthy effect on the leukocyte count of students. This study aimed to evaluate the physiological effects of examination stress on the total and differential leucocyte cell count in medical students at Peoples University of Medical and Health Sciences for Women, Nawabshah. Methods: A cross-sectional comparative study was conducted from April to October 2019, with 110 MBBS students, divided into two groups of 55 students using a non-probability randomized sampling technique with first-year and second-year female students, whereas hypertensive, diabetic, and with any psychiatric disease were excluded. Blood samples were taken before and during the examination. Data were analyzed by SPSS version 23. All the continuous variables were analyzed by the t-test for Mean±S.D while all the numerical variables were analyzed by Student’s t-test. Results: Pre-exam complete blood count (CBC) test reports of first-year students showed Neutrophils, Lymphocytes, Eosinophil, and Monocytes cell counts of 69.2182, 28.5455, 1.61, 1.2545 cell /microliter whereas complete blood count during exams showed 69.909, 27.9636, 1.41and 1.2000 cells/ microliter. In the second-year student, complete blood count before and during the exam showed Neutrophils 66.5273 to 64.0182, Lymphocytes 31.236 to 30.036, Eosinophil 1.92 to 1.76, and Monocytes 1.473 to 1.364 cells/microliter, the decreased values showing that there is an influence of exam stress on white blood cells. Conclusion: Exams in medical schools can be stressful enough to induce a substantial decrease in blood cell parameters among medical students.

Effect of academic-environmental stress on apical periodontitis of non-endodontic teeth

Abstract Background: The periapical area of a tooth was diagnosed using radiography; many types of risk factors can affect the health of the apical area which is the stress during life. Objective: To analyze the prevalence of academic-environmental stress and apical periodontitis in non-endodontic teeth of dental students using cone-beam computed tomography (CBCT) X-ray, and to demonstrate the association between stress and the prevalence of apical periodontitis. Materials and Methods: Cross-sectional study was done on the 103 recruited dental students aged 22–24 years during the final examination year of study in dentistry college. The academic-environmental stress scale was used to measure the level of stress in each student. The CBCT X-ray was taken for each student. The apical area was measured only for non-root canal-treated teeth using the CBCT periapical radiography index. Chi-square (χ 2) test was used to show the percentages of stress and the relationship between apical periodontitis and stress in students. Results: 53 students (51.5%) had a stressed state, whereas 50 students (48.5%) had a non-stressful state. The prevalence of apical periodontitis was greater among stressed than that of non-stressed students in non-endodontic teeth. Statistically, there was a significant relationship between academic-environmental stress and apical periodontitis in non-endodontic teeth. Conclusion: There was a negative effect of examination stress on the apical healthy of teeth that can be increased with the presence of any additional factors such as problems of life.

Gender Differences in Consumer Debt Stress: Impacts on Job Performance, Family Life and Health.

During periods of economic instability, women may suffer uniquely from economic stress compared to men. We examine stress effects from financial debts by gender with monthly national-level household data starting in 2006, going through the Great Recession in the U.S and into the recovery period. We find that women on average in the sample exhibit approximately 30% overall greater debt stress scores than men after controlling for income, debt levels and other socioeconomic variables. Underlying factors for both genders are examined, including impacts on job performance, family life and health. Sources of disadvantage for women and implied policy needs are explored. Our findings and their consequences are examined relative to economic circumstances for women that have been documented as a result of the pandemic-induced recession.

Evaluation on Lung Functions after Examination Stress in Student Population

Background: Professional degrees are daunting to the learning group because of a modern curriculum that is dramatically different from high school curricula and other educational courses. It is more pronounced among first year students in educational institutions because of rivalry and demands from institution managers, academic staff and parents. Stress causes many detrimental effects in the body.
 Aim: The present study planned to evaluate the effect of examination stress on the changes in lung functions among dental college students.
 Materials and Methods: 20 normal students were selected and categorised into normal and stressed students. They were assessed for a lung function test using RMS helios 702 Spirometer. The parameters such as FVC, FEV1, FEV1/FVC, PEFR, FEF25-75 were assessed.
 Results: It is observed that there was a decrease in the values of FVC, FEV1, FEV1/FVC, PEFR, FEF25-75 in exam stressed students when compared to normal students. The values of FEV1/FVC and FEF25-75 were statistically significant.
 Conclusion: Thus, the study concluded an innovative finding that there was an inverse association with depressive symptoms in the pulmonary function test of exam stressed students which was shown by a statistically significant decrease in FEV1/FVC and FEF25-75. Exam is really a stressful experience and affects both male and female students. Awareness should be conducted among students about ill effects of stress. Decreased stress, increased lung function results in increased academic performance.

Показатели возбуждения у 18-летних флегматиков

The relevance of the problem we are investigating lies in the fact that in recent years, the influence of unsatisfactory psychosocial, environmental factors and the biopsychosocial essence of a person leads to a violation of adaptation, the development of stress, the formation of psychosomatic disorders. This is also explained by the aggravation of contradictions. The purpose of the study was to explain the role of temperament in stressful influences by studying the methods of psychophysiological testing of students of various courses under the influence of examination stress, which is a model of emotional stress. The need for the development of a modern person as a person is becoming ever higher. There are several main criteria for assessing a person: social productivity, tolerance to emotional stress, creativity, special position in society, etc. All criteria are involved in the full formation of a person's personality and are considered important for assessing the level of his development. It is known that psychoemotional stress plays an important role in the occurrence of a number of serious diseases. Materials and methods. The study involved 5 phlegmatic male teenagers aged 18 years studying at the Faculty of Biology and Chemistry. In 18-year-old phlegmatic persons, the difference in assessments of situational and individual anxiety is obvious on a typical day, before and after the exam. It also depends on the nature and type of species. Measurement and comparison of the level of situational excitability on ordinary days among young people of 18 years old shows that among four groups (phlegmatic, choleric, sanguine and melancholic) the level of situational excitability on ordinary days does not differ significantly. Results and discussion. The results obtained during the study indicate that there is the effect of examination stress on the level of situational excitability of young people with phlegmatic type. Thus, an increased level of excitability in persons with a phlegmatic type against the background of the examined emotional stress can lead to changes in the state of human health and manifestations of a number of diseases. Based on this, in the educational process, certain approaches are recommended in accordance with the characteristics of the types of the nervous system, in which some diseases can be prevented. Conclusion. Analysis of the numerical average between the level of situational excitability and the situation after the exam shows that the level of situational excitability in the situation before the exam was only slightly higher than in the situation after the exam. An analysis of the numerical average between personal anxiety and the post-exam situation shows that the personal anxiety level was at the same level before and after the exam, and the change was not significant

Evaluation of the Examination Stress among the First Year MBBS Students in the Medical College

Background and Aim: The objectives were to determine the effect of examination stress explored by self-evaluation questionnaire, correlation of examination stress and impact of examination stress on the academic performance.
 Materials and Methods: A prospective cohort study was conducted on medical students to determine the examination stress explored by anxiety questionnaire, biochemical parameter and autonomic function tests. Fifty medical students studying in first academic year admitted for the first year were included in the study. Information about demographic, social, cultural, and life-style factors were collected using a proforma of questionnaire. Name, age, sex and nativity were also recorded. Stress was explored during first terminal examination since it was the first major examination faced by the students after entering into the professional course. One parameter was used to measure the level of stress; Spielberger State Trait Anxiety Inventory (STAI) self-evaluation questionnaire to measure the level of stress.
 Results: Anxiety levels dropped in post- examination period. In contrast abnormal autonomic functions did not decrease during post- examination period. In male and female students expected pattern of raised anxiety during examination and dropped anxiety scores in post- examination were observed.
 Conclusion: The results of this study should help understand the pattern of response to the examination stress and enable development of strategies that will assist the students to handle the stress in a more efficient manner.

Effect of Examination stress on heart rate, blood pressure and white blood cells.

Objectives: To analyze the effects of Examination stress on heart rate, blood pressure and white blood cells among medical college students. Study Design: Observational study. Setting: Department of Pathology, Indus Medical College, Tando Muhammad Khan Sindh. Period: September 2018 to April 2019. Material & Methods: 200 medical students were selected according to inclusion and exclusion criteria. Heart rate was measured manually. Systemic Blood pressure (BP) was recorded by Sphygmomanometer. Mean arterial BP was calculated as diastolic BP+1/3 of pulse pressure. Blood slides were stained with Leishman`s stain and white blood cells were counted using microscope. Data was analyzed by using Statistical Package for Social Sciences (ver 22.0) for windows Microsoft. Results: Age of study subjects was noted as 20.23±1.23 years. Body weight and Body mass index (BMI) were noted as 64.93±7.53 Kg (P=0.0001) and 27.5±5.3 (P=0.67). Of total 200, 109 (54.5%) were male and 91 (45.5%) were female (P=0.0001). Heart rate, Systolic, Diastolic and Mean arterial BP differed significantly before and after examination stress (P<0.05). White blood cells before examination were found as 7310.43±708.5 x103/µL compared to 8202.39±677.26 during examination stress (P=0.0001). Conclusion: Examination stress perturbs the physiological homeostasis as changes in heart rate, blood pressure and White blood cells are noted among medical students. Psychological and physical strategies for coping the stress should be considered for the young medical students.

INFLUENCE OF GENDER AND RELIGION ON THE EXAMINATION STRESS OF SECONDARY SCHOOL STUDENTS IN SOUTH WESTERN NIGERIA

Background: Stress can raise the blood pressure of a subject and a number of environmental factors can change that level of the stress, especially the examination stress. These factors which include gender and religion are referred to as modifiers of stress.
 Objective: This study was therefore designed, using data of blood pressure, to understand the influence of religion and gender on the effect of examination stress on blood pressure of the secondary school students in South Western (SW) Nigeria.
 Methodology: The population of the study comprises all the students of Oroke Grammar School, Akungba Akoko (650) out of which a sample of 351 that satisfied our criteria was selected, using purposive sampling technique. Digital sphygmomanometer was used to measure the actual blood pressure readings of the respondents twice on each occasion and with at least thirty minutes interval in sitting positions. The measurements were carried out three times during the study, two weeks after resumption for the second term of the 2017/2018 academic year, two weeks before the second term examination and two weeks after resumption for the third term.
 Results: In this work, a rule of thumb was used to connect the perceived stress (PS) and the % change in the systolic blood pressure (SBP) when a subject is stressed, as PS=100/(% change in SBP). The results show that the group of female students in the general population always feels more stressed than their male counterpart, and respectively in the Islam religion and in the Christian religion always feels more stressed than their respective male counterparts. Also the groups of male and the female students in the Islam religion always feel more stressed than their groups of male and female students in the Christian religion
 Conclusion: Gender and religion were found to affect the level of perceived stress of the students. It was recommended that male students should be encouraged to go for regular blood pressure checkups as they are more likely not to feel stressed even when their blood pressure has increased much above the normal. This is one of the measurements the health personnel should do whenever a male student in particular is in the health centre. Because the number of Christian students in this work is much larger than the number of Muslim students, more research is needed with comparable number of students in each religious group to further understand how religious practices play a role in perceived stress of college students. Future research should include more variables that influence coping methods and parental influence and guidance.
 

Effect of Examination Stress on the Blood Pressure of Secondary School Students in Oroke High School Akungba-Akoko, Ondo State, South Western Nigeria

Background: Examination stress is caused by various stressors: the fear of inadequate preparation for the exam and fear of failing it, the need to pass very well in the exam to satisfy the parental and guardian expectation and the extra effort made to work harder, burning the midnight oil over the preparation for the examination. The aim of this study is to use the data of blood pressure to find out the effect of examination stress on the various Nigerian secondary school classes.
 Method: Quasi experimental research design was used for this study, A sample of (650) respondents was selected using stratified sampling technique. Digital sphygmomanometer was used to measure the actual blood pressure readings of the respondents. The readings were taken twice on each occasion with at least thirty minutes interval in sitting positions. The measurements were carried out three times during the study, two weeks after resumption for the second term of 2017/2018 academic year, two weeks before the second term examination and four weeks after the terminal examination.
 Results: The results show that the mean systolic blood pressure two weeks before the start of the examination is generally higher for all the classes than their values at the beginning of the term and their values at four weeks after the examination. Since blood pressure increases with stress .
 Conclusion: examination stress increases towards the start of examination and reduces after it, males and females differ in their experience of stress imposed by academic examination, and blood pressure increases with stress.

Effects of academic stress on lipid profile, liver function tests and electrolytes in healthy medical students

Academic Stress is common for students who are preparing for examinations. This pressure gets converted into anxiety that leads to nervousness which works in combination and is commonly referred to as academic stress. In this study, the effects of examination stress on lipid profile, liver function tests and electrolytes are measured. Plain blood samples were collected from 40 healthy medical students one week before and one week after the theory examinations. Electrolytes, Lipid Profile, Liver function tests (LFT) were measured. The results showed a significant increase in potassium, chloride and triglyceride values and a significant decrease in AST and ALT during pre-examination compared to post-examinations. Decreased insulin level during stressful conditions leads to decreased activity of Na/K ATPase pump leading to the flux of potassium ions outside the cell. Low insulin also causes decreased reabsorption and increased excretion of sodium ions from the distal convoluted tubules. The reason for increase in the triglyceride values before examination is due to the decreased insulin leading to activation of hormone sensitive lipase and more turnover of stored fat and production of excess triglyceride. But our study showed a contradictory results of increase in AST and ALT post examination, the reason may be due to the food habits usually the students have after the examination. Thus by taking care of the stress the students can decrease the ill effects of stress on the health. Keywords: Academic stress, Lipid profile, Electrolytes, Liver function tests.

Sleep Quality Among Undergraduates During Pre-Examination Period

The purpose of the study is to examine the sleep quality of undergraduates during pre-examination period. In addition, the effect of examination stress and sleep quality on academic performance of the undergraduates is also of interest. Questionnaire is used to collect responses from 379 undergraduates regarding perceived stress and sleep quality on the first week of final examination. Pittsburgh Sleep Quality Index (PSQI) is the instruments used in investigating the perceived sleep quality of respondents one month before the test is taken. Perceived Stress Scale (PSS) is used to measure the perceived stress level of the subjects for the past one month. The data dissemination concludes that the overall sleep quality of the undergraduates is poor. Female undergraduates tend to have a slightly better sleep quality than the male undergraduates. The sleep quality shows a weak positive relationship with perceived stress. It is also discovered that sleep quality and perceived stress have no effect on academic performance. The university authority might need to look into the problem of poor sleep quality among undergraduates especially during pre-examination period.

Effect of examination stress on Autonomic functions, Eating behavior and Quality of life in Dental students with Type D personality

Dental education was reported to be stressful and higher levels of stress were reported in dental students when compared with the general population of same age groups. Individuals with higher levels of negative affectivity (more negative feelings) and social inhibition (those do not share the emotions with others) are labeled as Type D personality. The present study was undertaken to observe the effect of examination stress on autonomic functions, eating behavior and quality of life in dental students with type D personality. 64 apparently healthy students belonging to the first year of the BDS course who were willing to participate voluntarily, were included in the study. Based on the scores of DS 14 of the questionnaires, they were grouped into Type-D and Non-Type D. After grouping them, rest of the data was collected using standard methods mentioned in the literature. Data was collected during pre examination period that is 48 hours before the practical examinations. There was no significant difference in the demographic data of type D and non type D individuals. Perceived stress score was significantly high in type D personalities when compared with non-type D personalities (P< 0.05). Systolic BP (P< 0.05), Diastolic BP (P< 0.001) and heart rate (P< 0.001) was significantly higher in type D personalities when compared with non-type D personalities. EAT-26 scores were not significantly different among type D and non type D individuals. Physical health score, psychological health, social relationships and environmental scores were lower in type D personalities when compared with non-type D personalities. However, the difference was not statistically significant. In conclusion, there was a significant higher level of stress, impaired autonomic function in individuals with type D personality during pre examination period. Eating behavior and quality of life was not significantly different among type D and non type D personalities. We recommend further detailed, multi centre studies to understand and to develop effective coping mechanisms for management of type D personalities in general. Key words: Examination stress; type D personality; Dental students; Quality of life

A Study on the Effect of Examination Stress on the Mental Health of adolescence: A Case Study Approach

Mental health is defined as a state of well-being in which every individual realizes his or her own potential, capacity to cope with the normal stresses of life, ability to work productively and fruitfully, and to make contribution to her or his community. Due to the demanding nature of academic field more and more students are now experiencing elevated level of mental health difficulties. A study by Sibnath Deb, EsbenStrodl and Jiandong Sun (2015) investigates the academic stress and mental health of Indian high school students and the associations between various psychosocial factors and academic stress. Academic stress was positively correlated with parental pressure and psychiatric problems, while examination-related anxiety also was positively related to psychiatric problems. Academic stress is a serious issue which affects nearly two thirds of senior high school students in our country. The present study aims to find out the relationship between high expectation level of the parents and the incidence of increased anxiety in school students by following a case study method. The end result of the study shows that the root of the anxiety and drop out lies in the parental expectation and perceived pressure of the student.

Shifting priorities: highly conserved behavioral and brain network adaptations to chronic stress across species

Parallel clinical and preclinical research have begun to illuminate the biological basis of stress-related disorders, including major depression, but translational bridges informing discrete mechanistic targets for intervention are missing. To address this critical need, we used structural MRI in a mouse model and in a large human sample to examine stress effects on brain structure that may be conserved across species. Specifically, we focused on a previously unexplored approach, whole-brain structural covariance, as it reflects synchronized changes in neuroanatomy, potentially due to mutual trophic influences or shared plasticity across regions. Using the unpredictable chronic mild stress (UCMS) paradigm in mouse we first demonstrate that UCMS-induced elevated behavioral emotionality correlates with increased size of the amygdala and other corticolimbic regions. We further identify focal increases in the amygdala’s ‘hubness’ (degree and strength) set against the background of a global stress-related loss of network clustering and modularity. These macroscopic changes are supported on the molecular level by increased postsynaptic density-95 protein in the amygdala, consistent with stress-induced plastic changes and synaptic strengthening. Finally, we provide clinical evidence that strikingly similar structural network reorganization patterns exist in young adults reporting high childhood trauma and increased mood symptoms. Collectively, we provide initial translational evidence for a conserved stress-related increase in amygdala-centered structural synchrony, as measured by enhanced structural covariance, which is paralleled by a decrease in global structural synchrony. This putative trade-off reflected in increased amygdala-centered plastic changes at the expense of global structural dedifferentiation may represent a mechanistic pathway for depression and related psychopathology.

Study of effect of examination stress on lipid peroxidation and superoxide dismutase level

Study of effect of examination stress on lipid peroxidation and superoxide dismutase level

Longitudinal Effects of Examination Stress on Psychological Well-Being and a Possible Mediating Role of Self-Esteem in Chinese High School Students

Through using a latent growth curve model (LGCM), the present study investigated longitudinal relationships between examination stress, self-esteem, and psychological well-being in Chinese high school students. This paper presents results of a three-wave longitudinal study among 248 Chinese high school students who were followed over the course of one semester. The students completed questionnaires about once every 2 months from the beginning to the end of a school semester for a total of three questionnaires including the shorten version of Academic Stress Scale, the Rosenberg Self-Esteem Scale and the Chinese version of Psychological Well-Being Scale. The results obtained from latent growth curve modeling (LGCM) showed that the initial examination stress level negatively predicted the students’ initial level of psychological well-being. Also, changes in examination stress over time negatively predicted changes in psychological well-being. In addition, self-esteem can mediate the effects of examination stress on psychological well-being: first, initial level of examination stress can influence the initial level of psychological well-being via self-esteem; second, examination stress at Time 1 predicted psychological well-being at Time 3 mediated by self-esteem at Time 2. These findings contributed the theoretical explanation about the effect of stress in damaging psychological well-being and the mediating mechanism of self-esteem. There are also some practical implications on improving psychological well-being among the high school students through reducing the levels of examination stress.

Effect of examination stress on intraocular pressure in university students

Intraocular pressure (IOP) has been investigated as a possible objective index of mental stressors. Here, we assessed the effect of examination stress on IOP in 33 university students. A repeated-measures design was used with two experimental conditions (examination and control) and two points of measurements (pre- and post-sessions). Also, the cardiovascular response, subjective perceived stress, as well as calculated ocular perfusion pressure and blood-pulse pressure were determined. A Bayesian statistical analysis showed higher IOP values in the examination in comparison to the control condition (BF01 < 0.001). A similar pattern was found for the cardiovascular indices (diastolic and systolic blood pressure, and heart rate), and these findings were corroborated by subjective reports (BF01 < 0.001 in all cases). Our data incorporates evidence in relation to the utility of IOP as an objective marker of examination stress, and it may help in the assessment and management of stress in applied scenarios.

Effect of Examination Stress on Cardiovascular Reactivity to Isometric Hand-grip Exercise in First Year Medical Students

Effect of Examination Stress on Cardiovascular Reactivity to Isometric Hand-grip Exercise in First Year Medical Students

Effect of examination stress on blood sugar in medical students

Background: It has been proved by different research works that examination is a stress factor for students. Medical curriculum is as such stressful for students. Thus, in this study, researchers proposed to observe the changes in blood sugar level owing to examination stress in medical students. Materials and Methods: A general questionnaire was distributed among 1st year MBBS students for selection of subjects. The questionnaire included demographic data, history of diseases, history of drug abuse, and family history of diseases. After the return of questionnaires, 49 1st year MBBS students were selected for this study. Baseline data of heart rate (HR), blood pressure (BP), and fasting blood sugar (FBS) were observed 1 month before beginning of the first professional examination. Then, the second setting of the same data as baseline was observed on the day of practical and viva examination. Data analysis was done by paired t-test to find out the effect of examination on different parameters. P< 0.05 was considered to be significant. Results: Examination stress was responsible to raise HR, systolic and diastolic BP, and FBS from baseline significantly at P< 0.001. Conclusion: As shown in results, the effect of examination raises HR and BP from baseline, confirming that examination creates some stress on students. Thus, it was assumed that examination stress is responsible to raise blood sugar level that is essential to supply extra energy to vital organs.