The dynamic experience of taking an examination: Ever changing cortisol and expectancy for success
The dynamic experience of taking an examination: Ever changing cortisol and expectancy for success
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考试的动态体验：不断变化的皮质醇和对成功的期望
DOI：
10.1111/bjep.12521
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发表时间：
2023
影响因子：
3.7
通讯作者：
Christensen, D.
中科院分区：
文献类型：
--
作者：
Graham, M.C.;Husman, J.;Pekrun, R.;Villanueva, I.;Christensen, D.
背景本研究探讨了学生对成功的期望与考试焦虑的生理成分唾液皮质醇之间的关系，本研究的目的是为了更好地了解学生控制评价的变化与考试焦虑的生理成分变化之间的联系。样本本研究包括美国45名本科工程专业学生。方法调查数据涉及学生对成功的期望和唾液样本之前，期间和之后的实践期中考试之前，他们的实际in-class examin.ResultsStudents的成功的期望下降，而皮质醇水平下降，从开始到中期的考试，并开始再次增加作为一个函数的时间。虽然学生的初始水平的预期成功和皮质醇不相关，有一个负相关的皮质醇的变化和预期成功的变化之间的关系。ConclusionsOur study demonstrates a relationship between salivary cortisol，a physiological component of test anxiety and students'expectation for successful.大多数学生在考试期间皮质醇减少，这表明考试前的预期焦虑和随着考试的进行恢复到稳态。然而，一些学生没有看到皮质醇的下降，这表明他们可能还没有从考试前的焦虑中恢复过来。皮质醇的变化和对成功的期望之间的负相关表明，对成功的期望下降最大的学生皮质醇的恢复最小。
BackgroundThis study examined the relations between students' expectancies for success and a physiological component of test anxiety, salivary cortisol, during an authentic testing setting.AimsThe aim of the study was to better understand the connection between shifts in students' control appraisals and changes in the physiological component of test anxiety.SampleThe study comprised 45 undergraduate engineering majors in the United States.MethodsSurvey data concerning students' expectancy for success and saliva samples were taken before, during and after the practice midterm examination prior to their actual in‐class examination.ResultsStudents' expectancy for success declined during the examination while cortisol levels declined from the beginning to middle of the examination and began to increase again as a function of time. Although students' initial levels of expectancy for success and cortisol were not correlated, there was a negative relation between change in cortisol and change in expectancy for success.ConclusionsOur study demonstrates a relation between salivary cortisol, a physiological component of test anxiety and students' expectancy for success in an authentic testing context. Most students saw a decrease in cortisol during the examination, suggesting anticipatory anxiety prior to the test and a return to homeostasis as the examination progressed. Some students, however, did not see a declination in cortisol, suggesting they may not have recovered from pre‐examination anxiety. The negative relation between change in cortisol and expectancy for success suggests that students who had the greatest decrease in expectancy for success saw the smallest recovery in cortisol.