ANXIETY AND COPING IN THE CONTEXT OF A SCHOOL EXAMINATION

Female students' personality and stress response to an academic examination

BACKGROUND

Women are vulnerable to stress-related disorders. Examinations are a source of stress, triggering emotional, cognitive, and hormonal responses. We examined women's psychological and hormonal stress responses and academic performance according to personality during a real-life examination.

METHODS

Female students (N = 66) were divided into two groups based on hierarchical cluster analysis: one cluster characterized by high neuroticism and moderate extraversion (HN-ME; n = 42) and the other by low neuroticism and high extraversion (LN-HE; n = 24). Academic performance, perceived stress, and emotional dysregulation were analyzed. State anxiety, affect, and cortisol release were measured before and on the examination day.

RESULTS

The HN-ME cluster was high in perceived stress, emotional dysregulation, and negative affect. This cluster also had higher state anxiety levels two days before and shortly after the examination compared to the LN-HE cluster. Students' cortisol levels were higher on the examination day, and there was a marginal significance of the Cluster factor in the cortisol release regardless of the day of measurement.

CONCLUSIONS

Women with high neuroticism and moderate extraversion may be more vulnerable to psychological stress in academic settings but similar to other women in their cortisol response.

Role of COVID-19 Anxiety and Community Risk Factors on Physical Distancing Practice

Existing studies have focused primarily on self-oriented anxiety (i.e., anxiety over one’s infection) in the pandemic context, and the role of community risk is largely ignored. This study addressed these gaps by examining (a) self-oriented anxiety and two forms of others-oriented anxiety (i.e., anxiety concerning others’ health and societal problems), (b) the associations between all these forms of anxiety and physical distancing practice during the COVID-19 pandemic, and (c) the hypothesized moderating role of community risk factors. The participants were 703 U.S. community-dwelling adults who completed an online survey. Geo-identifier data were extracted to identify the number of confirmed COVID-19 cases and four social vulnerability indexes for the county in which each participant resided. Both forms of others-oriented anxiety were positively associated with physical distancing adoption, and the association was stronger among the participants residing in lower-risk communities (i.e., fewer confirmed COVID-19 cases, higher socioeconomic status, and better housing conditions). The study’s novel findings reveal the protective role of anxiety, particularly anxiety concerning others’ well-being, in encouraging people to adopt physical distancing during a pandemic. However, the protective role of anxiety is contingent upon certain community risk factors. Anxiety is more beneficial to residents of low- rather than high-risk communities.

National Dietetic Registration Examination: perceptions of the writing experience

PURPOSE

Dietitians must pass the Canadian Dietetic Registration Examination (CDRE) to practise. Writers' experiences with the exam were examined, along with factors associated with anxiety and coping mechanisms, preparation strategies, and if and how anxiety, coping, and preparation strategies are perceived to be related to exam performance.

METHODS

An exploratory descriptive methodology with a researcher-designed questionnaire was used to collect data from a purposive sample in 1999 and 2000 (n=54), and from a convenience sample in 2005 and 2006 (n=11). Participants were CDRE writers from Nova Scotia, New Brunswick, and Ontario.

RESULTS

Meaningful preparation was correlated with a more positive exam experience (p=0.023). Writers experiencing lower preparation anxiety were more confident they had passed (p=0.016). Successful coping strategies resulted in decreased writing anxiety (p=0.029). The 2005 to 2006 cohorts prepared less (p=0.004) and experienced less preparation anxiety (p=0.02). Five themes emerged, which extend our understanding of the exam-writing experience.

CONCLUSIONS

Several strategies may positively influence writing anxiety and improve the overall writing experience. Individuals and organizations and/or writers can consider these findings as they engage in the exam process, revise and/or develop support material, give presentations, or provide advice.