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Updated: Jun 21, 2025

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Coping with Examination Stress: An Emotion Analysis.

Spyros Avdimiotis1, Ioannis Konstantinidis1, George Stalidis1

  • 1Department of Organizations Management and Tourism, Faculty of Economy and Management, International Hellenic University, 57001 Thessaloniki, Greece.

Sensors (Basel, Switzerland)
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Summary
This summary is machine-generated.

This study reveals stress significantly impacts university students during exams, correlating it with engagement and focus. Findings suggest methods to manage and harness stress productively.

Keywords:
EEGexamination stressexamsnetwork analysisstress

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Area of Science:

  • Psychology
  • Educational Psychology
  • Behavioral Science

Background:

  • Stress significantly influences human behavior, with research differentiating between productive and destructive stress.
  • Understanding the emotional landscape during high-stakes academic events like examinations is crucial for student well-being and performance.

Purpose of the Study:

  • To investigate the correlation between the primary emotion of stress and other emotions (engagement, focus, interest, excitement, relaxation) in university students during examinations.
  • To explore the role of stress within the context of the examination process.
  • To identify potential strategies for controlling and creatively utilizing stress.

Main Methods:

  • A four-phase experiment involving twenty-six postgraduate students at the International Hellenic University (IHU).
  • Utilized a modified Trier protocol encompassing rest, written examination, oral examination, and rest phases.
  • Employed network analysis, focusing on centralities, for data processing and interpretation.

Main Results:

  • Stress plays a significant role in the university examination process.
  • Confirmed correlations between stress and other key emotions including interest, engagement, enthusiasm, relaxation, and concentration.
  • Identified specific patterns in emotional responses during different examination phases.

Conclusions:

  • Stress is intrinsically linked to various emotional states experienced by students during examinations.
  • The findings provide a foundation for developing interventions to help students manage and leverage stress effectively.
  • Suggests practical approaches for controlling and creatively utilizing stress in academic settings.