STUDY OF THE EFFECT OF EXAMINATION STRESS ON THE INDICES OF THE MENTAL WORKING CAPACITY OF UNIVERSITY STUDENTS

Abstract

Introduction. In this study, there were examined features of the impact of exam stress on mental performance and anxiety level in 2-3 year students of medical and pedagogical universities. Materials and methods. The levels of reactive and personal anxiety were studied according to the C. Spielberger anxiety scale adapted by Yu. L. Khanin, attention was assessed using the Pieron-Rüser test, the Bourdon-Anfimov correction test was used to study the level of mental performance, the type of temperament was determined using a two-factor model of extraversion and neuroticism using questionnaire H.J. Eysenck. The study was implemented in two stages: the first stage - during the semester period, and the second stage - during the examination session. For processing the data obtained during the study, a standard statistical software package was used, and correlation analysis was used to identify the relationships between the variables studied. Results. The assessment of situational anxiety in the second stage showed a statistically significant increase in the number of students with high and extremely high levels of anxiety in 24 and 3 respondents from the 1 group respectively (p ≤ 0.05), and 17 and 3 respondents in group 2, respectively (p ≤ 0.05). Correlation analysis of the relationship between reactive anxiety and mental performance showed a weak and medium correlation among students in both groups. The attention study in both groups showed that in the second stage of the study, the indices change: in 1 group, the proportion of students with a low level of attention increased to 40%, and in 2 the number of students with low and very low level of attention decreased by 2.77% and 11.08%, respectively (p ≤ 0.05). Conclusion. Increased study loads and requirements for students were proved to contribute to an increase in the level of reactive anxiety, in the period between sessions indices of mental performance in students decrease, respectively, and the level of attention declines.