Research output: Contribution to journal › Article › peer-review
The Relationship Between Assessment-Related Stress, Performance, and Gender in a Class Test. / Prokofieva, Victoria; Kostromina, Svetlana; Brandt-Pomares, Pascale; Hérold, Jean François; Fenouillet, Fabien; Velay, Jean Luc.
In: Mind, Brain, and Education, Vol. 16, No. 2, 05.2022, p. 112-121.Research output: Contribution to journal › Article › peer-review
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TY - JOUR
T1 - The Relationship Between Assessment-Related Stress, Performance, and Gender in a Class Test
AU - Prokofieva, Victoria
AU - Kostromina, Svetlana
AU - Brandt-Pomares, Pascale
AU - Hérold, Jean François
AU - Fenouillet, Fabien
AU - Velay, Jean Luc
N1 - Publisher Copyright: © 2022 International Mind, Brain, and Education Society and Wiley Periodicals LLC.
PY - 2022/5
Y1 - 2022/5
N2 - An assessment-related stress is an object of interest of both educational and neurobiological research. In educational literature, “feeling stressed” is measured by self-reports and mostly in the situation of high-stakes examinations before and after an exam. In neurophysiological research, “acute stress” is laboratory observed through controlled variables. However, the studies of functionally measured stress in real school context are missing in scientific literature. This article relates the results of a study carried out in a real school context during a class test. Stress data obtained through the functional measurement (heart rate variability) in 16 students and behavioral data in 76 students were analyzed. The results show that class tests under assessment are more stressful compared with nonassessed tests. A decrease in number of correct responses and an increase in response time was observed. Girls show better performance and respond more slowly under assessment. The results are discussed in the scope of interdisciplinary research.
AB - An assessment-related stress is an object of interest of both educational and neurobiological research. In educational literature, “feeling stressed” is measured by self-reports and mostly in the situation of high-stakes examinations before and after an exam. In neurophysiological research, “acute stress” is laboratory observed through controlled variables. However, the studies of functionally measured stress in real school context are missing in scientific literature. This article relates the results of a study carried out in a real school context during a class test. Stress data obtained through the functional measurement (heart rate variability) in 16 students and behavioral data in 76 students were analyzed. The results show that class tests under assessment are more stressful compared with nonassessed tests. A decrease in number of correct responses and an increase in response time was observed. Girls show better performance and respond more slowly under assessment. The results are discussed in the scope of interdisciplinary research.
KW - ACUTE PSYCHOSOCIAL STRESS
KW - TEST ANXIETY
KW - WORKING-MEMORY
KW - REACTIVITY
KW - ACHIEVEMENT
KW - COMPONENTS
KW - TIME
UR - http://www.scopus.com/inward/record.url?scp=85126104835&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/4361d795-9851-3e0f-abe9-2c30d733f041/
U2 - 10.1111/mbe.12316
DO - 10.1111/mbe.12316
M3 - Article
AN - SCOPUS:85126104835
VL - 16
SP - 112
EP - 121
JO - Mind, Brain, and Education
JF - Mind, Brain, and Education
SN - 1751-2271
IS - 2
ER -
ID: 93768109