ArticlePsychology research and behavior management2019
Influences Of Different Dimensions Of Academic Self-Concept On Students' Cardiac Recovery After Giving A Stressful Presentation.
Article in Psychology research and behavior management, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Utilizing ECG data in educational psychology research: insights and limitations.Frontiers in psychology · 2025Article
- Psychological wellbeing in Chinese university students: insights into the influences of academic self-concept, teacher support, and student engagement.Frontiers in psychology · 2023Article
- Real-life dental examination elicits physiological responses different to visual and auditory dental-related stimuli.PloS one · 2021Article
- How to Use Heart Rate Variability: Quantification of Vagal Activity in Toddlers and Adults in Long-Term ECG.Sensors (Basel, Switzerland) · 2020Article
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4 authors.
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Abstract
purposeGiving a presentation in a seminar is a strenuous academic situation. To meet such a challenge adequately, individuals not only have to activate their mental and physical resources, but they also have to disengage from the task and recover once the challenge has been met. How students experience these situations depends in part on how they recover from the stress, and this has putative impact on their longer-term academic well-being.
methodsIn a sample of 68 university students, the present study investigated the impact of four dimensions of students' academic self-concept on how efficiently students recovered after a challenging presentation in a university seminar. Recovery was assessed using psychophysiological measures; heart rate and heart rate variability were investigated. Higher levels of students' social self-concept (self-concept depending on social comparison) were linked to poorer recovery from the challenge, whereas higher levels of absolute self-concept (independent of external criteria) were associated with more efficient recovery.
resultsThe findings suggest that a focus on one's own abilities (ie, internal performance standard) is linked to more adaptive patterns of responses to challenging situations, while the focus on social comparisons seems to hamper adaptive coping with academic stress.
conclusionThese findings have consequences not only for learning and instruction but also for students' health and well-being.
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