Approaches to studying, personality and examination anxiety

Cognitive strategies in coping with expedition stress

Expeditions provide a valuable opportunity for studying processes of coping with a stressful situation. An expedition to India organized by the British Schools Exploring Society has already been reported as being accompanied by positive changes on self‐report personality scales. This paper is concerned with detailed cognitive coping measures completed throughout the 6 weeks of the expedition. It needs to be noted that the results relate to young adults and to those who provided detailed coping information; the generalizability of the result is a matter for future research. The expedition presented a mixture of physical and social stresses. Men enjoyed the physical experience more than women, but women enjoyed the social experience more than men. There was generally greater reliance on personal resources than on social support in coping with stress. This was particularly true for men in coping with physical stress and women in coping with social stress. In general, the physical stresses had been better anticipated than the social ones. Positive reformulations were much more widely used as coping strategies than avoidance/resignation strategies, especially so for physical stresses. However, use of avoidance/resignation strategies was the better predictor of outcome, with those who used them being least likely to show positive personality change as a result of the expedition. The results are related to current research on stress and coping.

A longitudinal study of the intrusiveness of cognitions in test anxiety

Medical students who had to undergo an important set of examinations were asked to fill out two questionnaires, the first early in the term, the second 1 or 2 wk before the exams. Students whose anxiety increased substantially between the two questionnaire administrations reported that their thoughts had become more intrusive on a number of parameters including distress, frequency and dismissability. Subjects whose anxiety increased only moderately or not at all reported correspondingly smaller changes in intrusiveness. There was considerable stability in reported cognitions over time, but changes in anxiety were related to changes in reports of thought content. The perceived probability of negative outcomes did not vary over time. These results indicate that changes in anxiety levels over time are related to several parameters of intrusiveness as well as thought content.

Endocrine responses and examination anxiety

Endocrine and psychological function (measuring both affect and attitudes to study) were studied in 38 male medical students 4 weeks and 1-2 h before a major examination. Anxiety (or tension) and emotionality increased just before the examination, as did the 'denial' subscale of a 'coping' questionnaire. Serum cortisol and prolactin increased; serum testosterone and LH were unchanged. Both urinary noradrenaline and adrenaline were elevated. Increased cortisol correlated with increased prolactin across subjects; so, too, did levels of urinary noradrenaline and adrenaline, but the two sets of endocrine responses were not correlated with each other. Several of the trait scales predicted the endocrine response to the examination. The 'lie' scale of the Eysenck Personality Questionnaire correlated negatively with changes in both cortisol and prolactin, as did 'debilitating' anxiety, as defined by the Alpert-Haber scale. However, although there were no significant correlations between changes in hormone levels and those in any of the state scales, there was some relation between absolute hormone levels on the day of the examination. Measures of academic strategies or psychological responses to examinations do not predict the nature of the considerable hormonal response which occurs in this homogeneous set of high-achieving students.