Female students’ personality and stress response to an academic examination
Garces-Arilla, Sara (Universidad de Zaragoza) ; Fidalgo, Camino (Universidad de Zaragoza) ; Mendez-Lopez, Magdalena (Universidad de Zaragoza) ; Osma, Jorge (Universidad de Zaragoza) ; Peiro, Teresa ; Salvador, Alicia ; Hidalgo, Vanesa (Universidad de Zaragoza)
Resumen: Background: Women are vulnerable to stress-related disorders. Examinations are a source of stress, triggering emotional, cognitive, and hormonal responses. We examined women’s psychological and hormonal stress responses and academic performance according to personality during a real-life examination.
Methods: Female students (N = 66) were divided into two groups based on hierarchical cluster analysis: one cluster characterized by high neuroticism and moderate extraversion (HN-ME; n = 42) and the other by low neuroticism and high extraversion (LN-HE; n = 24). Academic performance, perceived stress, and emotional dysregulation were analyzed. State anxiety, affect, and cortisol release were measured before and on the examination day.
Results: The HN-ME cluster was high in perceived stress, emotional dysregulation, and negative affect. This cluster also had higher state anxiety levels two days before and shortly after the examination compared to the LN-HE cluster. Students’ cortisol levels were higher on the examination day, and there was a marginal significance of the Cluster factor in the cortisol release regardless of the day of measurement.
Conclusions: Women with high neuroticism and moderate extraversion may be more vulnerable to psychological stress in academic settings but similar to other women in their cortisol response.
Idioma: Inglés
DOI: 10.1080/10615806.2023.2264208
Año: 2024
Publicado en: ANXIETY STRESS AND COPING 37, 4 (2024), 460-472
ISSN: 1061-5806
Factor impacto JCR: 1.9 (2024)
Categ. JCR: PSYCHOLOGY, MULTIDISCIPLINARY rank: 88 / 221 = 0.398 (2024) - Q2 - T2
Categ. JCR: PSYCHIATRY rank: 176 / 288 = 0.611 (2024) - Q3 - T2
Factor impacto SCIMAGO: 1.458 - Arts and Humanities (miscellaneous) (Q1) - Psychiatry and Mental Health (Q1) - Developmental and Educational Psychology (Q1) - Clinical Psychology (Q1)
Financiación: info:eu-repo/grantAgreement/ES/DGA/S31-23R
Financiación: info:eu-repo/grantAgreement/ES/UZ/Fundación Universitaria Antonio Gargallo-2019-B002
Financiación: info:eu-repo/grantAgreement/ES/UZ/JIUZ-2019-SOC-01
Tipo y forma: Artículo (PostPrint)
Área (Departamento): Área Psicobiología (Dpto. Psicología y Sociología)
Área (Departamento): Área Person.Eval.Trat.Psicoló. (Dpto. Psicología y Sociología)
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Methods: Female students (N = 66) were divided into two groups based on hierarchical cluster analysis: one cluster characterized by high neuroticism and moderate extraversion (HN-ME; n = 42) and the other by low neuroticism and high extraversion (LN-HE; n = 24). Academic performance, perceived stress, and emotional dysregulation were analyzed. State anxiety, affect, and cortisol release were measured before and on the examination day.
Results: The HN-ME cluster was high in perceived stress, emotional dysregulation, and negative affect. This cluster also had higher state anxiety levels two days before and shortly after the examination compared to the LN-HE cluster. Students’ cortisol levels were higher on the examination day, and there was a marginal significance of the Cluster factor in the cortisol release regardless of the day of measurement.
Conclusions: Women with high neuroticism and moderate extraversion may be more vulnerable to psychological stress in academic settings but similar to other women in their cortisol response.
Idioma: Inglés
DOI: 10.1080/10615806.2023.2264208
Año: 2024
Publicado en: ANXIETY STRESS AND COPING 37, 4 (2024), 460-472
ISSN: 1061-5806
Factor impacto JCR: 1.9 (2024)
Categ. JCR: PSYCHOLOGY, MULTIDISCIPLINARY rank: 88 / 221 = 0.398 (2024) - Q2 - T2
Categ. JCR: PSYCHIATRY rank: 176 / 288 = 0.611 (2024) - Q3 - T2
Factor impacto SCIMAGO: 1.458 - Arts and Humanities (miscellaneous) (Q1) - Psychiatry and Mental Health (Q1) - Developmental and Educational Psychology (Q1) - Clinical Psychology (Q1)
Financiación: info:eu-repo/grantAgreement/ES/DGA/S31-23R
Financiación: info:eu-repo/grantAgreement/ES/UZ/Fundación Universitaria Antonio Gargallo-2019-B002
Financiación: info:eu-repo/grantAgreement/ES/UZ/JIUZ-2019-SOC-01
Tipo y forma: Artículo (PostPrint)
Área (Departamento): Área Psicobiología (Dpto. Psicología y Sociología)
Área (Departamento): Área Person.Eval.Trat.Psicoló. (Dpto. Psicología y Sociología)
Debe reconocer adecuadamente la autoría, proporcionar un enlace a la licencia e indicar si se han realizado cambios. Puede hacerlo de cualquier manera razonable, pero no de una manera que sugiera que tiene el apoyo del licenciador o lo recibe por el uso que hace. No puede utilizar el material para una finalidad comercial. Si remezcla, transforma o crea a partir del material, no puede difundir el material modificado.Exportado de SIDERAL (2025-09-22-14:35:58)
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Este artículo se encuentra en las siguientes colecciones:
Artículos > Artículos por área > Personalidad,Evaluación y Tratamiento Psicológicos
Artículos > Artículos por área > Psicobiología
Registro creado el 2024-09-06, última modificación el 2025-09-23