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Updated: Aug 15, 2025

Enactive Phenomenological Approach to the Trier Social Stress Test: A Mixed Methods Point of View
Published on: January 7, 2019
Need strength, perceived need support, stress symptomatology, and performance in the context of oral exams: A
Linda Schürmann1, Tobias Kärner2, Tobias Ringeisen3
1Department of Developmental Psychology and Psychological Diagnostics, Institute of Psychology, University of Koblenz-Landau, Koblenz, Rhineland-Palatinate, Germany.
Introduction:
Based on self-determination theory, we investigated whether examinees are classifiable into profiles based on basic need strength and perceived need support that differ in stress parameters and achievement in the context of a standardized oral exam.
Methods:
92 students reported their basic need strength before and perceived need support provided by the examiner once after the exam. Students indicated their emotions and stress perception at four measurement points and we measured their saliva cortisol concurrently, analyzing stress-related changes over time.
Results:
Latent class analyses revealed two higher-quality (low/high, high/high) and two lower-quality (low/low, high/low) need strength/need support classes. Physio-affective stress development was typical of exam situations. Higher-quality classes that met or exceeded the needs displayed more beneficial stress and emotion response patterns than lower-quality classes. Gain-related emotions mediated achievement in the higher-quality classes.
Discussion:
Need-supportive examiners can promote student well-being and achievement when they succeed in providing high need satisfaction.
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