Stress, Conscious Self-Regulation, and Examination Success in Engineering Students
Background. Examination stress is observed in the majority of students, which emphasizes the relevance of searching for psychological resources facilitating successful examination. Objective. The study had its purpose to reveal the stress level of IT students as well as their universal and special...
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| Format: | Article |
| Language: | Russian |
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Lomonosov Moscow State University
2025-06-01
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| Series: | Вестник Московского университета. Серия 14: Психология |
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| Online Access: | https://msupsyj.ru/articles/article/11496/ |
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| author | Varvara I. Morosanova Irina N. Bondarenko Igor Yu. Tsyganov |
| author_facet | Varvara I. Morosanova Irina N. Bondarenko Igor Yu. Tsyganov |
| author_sort | Varvara I. Morosanova |
| collection | DOAJ |
| description | Background. Examination stress is observed in the majority of students, which emphasizes the relevance of searching for psychological resources facilitating successful examination.
Objective. The study had its purpose to reveal the stress level of IT students as well as their universal and special regulatory resources for exam success.
Study Participants. The study involved 322 second-year students of a Moscow technical university specializing in information security (Mage = 19.22; SD = 4.64; 29% were female students).
Methods. The students completed 4 questionnaires on the “Testograph” platform (https://www.testograf.ru) shortly before the exam session: Self-Regulation Profile (SRP-2020), Brief Acute and Chronic Stress (BACS), Perceived Stress Scale (PSS), Subjective and Objective Uncertainty Stress (SOUS) scale. The data processing also included the results of the examination session.
Results. The majority of IT students demonstrated an average level of all the studied types of stress when compared to the data from the all-Russian sample. Differences in student performance are mostly related to the level of acute stress experienced during exam preparation period and to the type of academic discipline. Conscious self-regulation makes a significant positive contribution to examination success in the profile disciplines — mathematics and programming: the higher the level of its development is, the higher the examination grades are. Significant predictors of examination success are regulatory competencies of evaluating results and programming educational activities, as well as regulatory properties of reliability and persistence.
Conclusions. Conscious self-regulation is a universal regulatory resource for examination success for students in technical specialties. Acute stress experiences can influence exam performance both positively and negatively. The study has identified the regulatory competencies acting as special resources for examination success.
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| format | Article |
| id | doaj-art-ae4ec319483944b999dcaa0791b18a5f |
| institution | DOAJ |
| issn | 0137-0936 2309-9852 |
| language | Russian |
| publishDate | 2025-06-01 |
| publisher | Lomonosov Moscow State University |
| record_format | Article |
| series | Вестник Московского университета. Серия 14: Психология |
| spelling | doaj-art-ae4ec319483944b999dcaa0791b18a5f2025-08-20T03:21:42ZrusLomonosov Moscow State UniversityВестник Московского университета. Серия 14: Психология0137-09362309-98522025-06-0148228430410.11621/LPJ-25-21Stress, Conscious Self-Regulation, and Examination Success in Engineering StudentsVarvara I. Morosanova0https://orcid.org/0000-0002-7694-1945Irina N. Bondarenko 1https://orcid.org/0000-0001-5539-1027Igor Yu. Tsyganov2https://orcid.org/0000-0002-1673-9091Federal Scientific Centre for Psychological and Interdisciplinary Research, Moscow, Russian FederationFederal Scientific Centre for Psychological and Interdisciplinary Research, Moscow, Russian FederationFederal Scientific Centre for Psychological and Interdisciplinary Research, Moscow, Russian FederationBackground. Examination stress is observed in the majority of students, which emphasizes the relevance of searching for psychological resources facilitating successful examination. Objective. The study had its purpose to reveal the stress level of IT students as well as their universal and special regulatory resources for exam success. Study Participants. The study involved 322 second-year students of a Moscow technical university specializing in information security (Mage = 19.22; SD = 4.64; 29% were female students). Methods. The students completed 4 questionnaires on the “Testograph” platform (https://www.testograf.ru) shortly before the exam session: Self-Regulation Profile (SRP-2020), Brief Acute and Chronic Stress (BACS), Perceived Stress Scale (PSS), Subjective and Objective Uncertainty Stress (SOUS) scale. The data processing also included the results of the examination session. Results. The majority of IT students demonstrated an average level of all the studied types of stress when compared to the data from the all-Russian sample. Differences in student performance are mostly related to the level of acute stress experienced during exam preparation period and to the type of academic discipline. Conscious self-regulation makes a significant positive contribution to examination success in the profile disciplines — mathematics and programming: the higher the level of its development is, the higher the examination grades are. Significant predictors of examination success are regulatory competencies of evaluating results and programming educational activities, as well as regulatory properties of reliability and persistence. Conclusions. Conscious self-regulation is a universal regulatory resource for examination success for students in technical specialties. Acute stress experiences can influence exam performance both positively and negatively. The study has identified the regulatory competencies acting as special resources for examination success. https://msupsyj.ru/articles/article/11496/conscious self-regulationit studentsacute stresschronic stressperceived stressuncertainty stressregulatory resourcesexamination success |
| spellingShingle | Varvara I. Morosanova Irina N. Bondarenko Igor Yu. Tsyganov Stress, Conscious Self-Regulation, and Examination Success in Engineering Students Вестник Московского университета. Серия 14: Психология conscious self-regulation it students acute stress chronic stress perceived stress uncertainty stress regulatory resources examination success |
| title | Stress, Conscious Self-Regulation, and Examination Success in Engineering Students |
| title_full | Stress, Conscious Self-Regulation, and Examination Success in Engineering Students |
| title_fullStr | Stress, Conscious Self-Regulation, and Examination Success in Engineering Students |
| title_full_unstemmed | Stress, Conscious Self-Regulation, and Examination Success in Engineering Students |
| title_short | Stress, Conscious Self-Regulation, and Examination Success in Engineering Students |
| title_sort | stress conscious self regulation and examination success in engineering students |
| topic | conscious self-regulation it students acute stress chronic stress perceived stress uncertainty stress regulatory resources examination success |
| url | https://msupsyj.ru/articles/article/11496/ |
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