This Article Full Text Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Services Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Download to citation manager Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Stowell, J. R. Search for Related Content PubMed PubMed Citation Articles by Stowell, J. R. Related Collections Academia Endocrinology Neuropsychology Stress and Coping Reviews

Use and Abuse of Academic Examinations in Stress Research

Eastern Illinois University, Department of Psychology, Charleston, IL.

Address correspondence and reprint requests to Dr. Jeffrey R. Stowell, Eastern Illinois University, Department of Psychology, 1151 Physical Sciences, 600 Lincoln Avenue, Charleston, IL 61920. E-mail: jrstowell{at}eiu.edu

Previous research suggests that certain types of academic examinations can have a significant impact on psychological and physical health. However, there has not been adequate discussion about the methodological and statistical issues associated with using academic examinations as a model for short-term stress in the context of psychoneuroimmunology research. Limitations of the model are presented with recommendations for appropriate use. Specific suggestions include use of subjective and objective measures of test difficulty, within-subjects designs including measurements during the examination itself, statistical models for testing interactions of continuous variables, and participants with clinical conditions.

Key Words: test anxiety, • perceived stress, • psychoneuroendocrinology.

Abbreviations: DC = difficulty coefficient.

This article has been cited by other articles:

				J. A. Bosch, E. E. J. de Geus, C. Ring, A. V. Nieuw Amerongen, and J. R. Stowell ACADEMIC EXAMINATIONS AND IMMUNITY: ACADEMIC STRESS OR EXAMINATION STRESS? * Response Psychosom Med, July 1, 2004; 66(4): 625 - 627. [Full Text] [PDF]