Then the examiner determines the level of development of both anxiety types using a special answer key. For each judgment the examinee should choose one of four offered answers. The CH.D. Spielberger and Ju.L. Hanin’s test includes 40 propositional questions, 20 of them are designed to assess situational anxiety, and 20 of them are aimed at personal anxiety. The examinee’s task was: first, to find in each pair the attribute that best describes his state at the time of the examination second, to assess the attribute’s severity on a seven point scale. The SAN test questionnaire is a form that contains 30 pairs of words with opposite meanings, reflecting different aspects of health, activity and mood. Spielberger’s test (State-Trate-Anxiety-Inventory (STAI)), adapted for Russia by Y. The students’ psycho-emotional status was determined by a SAN test questionnaire and the CH.D. Chernyshevsky Saratov State University Pedagogical College. The study included 105 first-year students (100% male) of the Physical Education Department of N.G. The aim of our study was to investigate the influence of examination stress on the psycho-emotional status and the CVS autonomic regulation in the Physical Education Department students in the initial period of studying at the university. All this affects the mechanisms of regulation of bodily physiological systems, including the CVS. Besides, the period of preparation for examinations is characterized by an intense mental activity, a significant limitation of motor activity, changes in sleep patterns, emotional pressure. Examination excitement is a factor that prevents from passing an exam successfully, as fear blocks the intellect, paralyzes the will, impairs the memory and reduces the ability to concentrate.
Students of the Physical Education Department tend to combine academic and sports activities, which reflects on their mental and emotional status.Įxam stress is one of the main causes of emotional stress in students. Permanent mental and psycho-emotional stress, the violation of work, rest and eating regimes often lead to disrupting adaptation and developing a number of diseases among students. Studying in a University is different from studying at school in its structure and conditions: the amount of assimilated knowledge increases, the intensity of mental work goes up, there is pronounced imbalance in the work load, it dramatically increases during tests and examinations, majors and new forms of learning monitoring and evaluation appear, changing the nature of teacher-student relationships. Learning process is a key factor in causing adaptive physiological adjustment the students’ bodies, specifically in the cardiovascular system (CVS). It is characterized by the specific work and life conditions. University students are a special social group. The strain of adaptation mechanism was found in a stressful situation in the first-year students with a high level of personal anxiety and satisfactory adaptation – in young men with average and low personal anxiety. A clear correlation between the level of personal anxiety in students and the nature of their reactivity to examination stress was found: the higher the anxiety level in a student is, the more stress resistance decreases and more pronounced changes in the cardiovascular system autonomic regulation appear. Results – In the absence of exposure to stress in the majority of young men the studied parameters are within normal limits, indicating sufficient adaptive capabilities. The state of CVS autonomic regulation was evaluated by heart rate, blood pressure, endurance ratio, Kerdo index and the adaptive capacities by P.M. Spielberg test, adapted for Russia by Ju.L. The psycho-emotional status was determined by the SAN test questionnaire and test and the CH.D. The studies were conducted during the period in-between the exams and during the examination session. Methods – The study involved 105 young men aged 17-18 enrolled in the specialty "Physical Education". The aim of this research is to study of the influence of examination stress on psycho-emotional status and functional state of the cardiovascular system of the 1-st year students of pedagogical high school.
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