Original scientific paper
INDUCED STRESSFUL SITUATION AND SUCCESS IN SOLVING SIMPLE MATHEMATICAL TASKS
Dubravka Miljković
; Učiteljski fakultet Sveučilišta u Zagrebu
Abstract
(High) school environment provokes a whole range of emotions
from excitement and joy to sadness and anxiety. It is reasonable to assume
that the ability of (college) students to manage the emotions affect their ability
to monitor learning. Those with more developed emotion management skills
may be better to focus on school tasks, which result in better academic achievement.
The aim of this study was to determine whether the induced stress situation
in higher education (unannounced colloquium) affect the success of students
in solving simple mathematical tasks, i.e. tasks that are not associated with
their study program and the accuracy of solving them is not affected by some
specific knowledge and skills by which the students are supposed to distinguish.
The subjects were students of Science and of Education-Rehabilitation Faculty,
147 in total.
Analysis of variance tested the significance of the difference in the number of
correct, incorrect and a total of solved tasks in experimental and control group. It
turned out that the “intimidation” has the effect: more students are trying to solve
the tasks. However, they make more errors than students in the control situation.
Since learning about how to manage their emotions is an important mediating
variable in school success, it would be worthwhile to support development
programs in schools of social-emotional skills - for students and for those who
work with them.
Keywords
college students; higher education; negative emotions; stress
Hrčak ID:
68273
URI
Publication date:
15.12.2010.
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