During exams, many are exposed to severe stress outcomes. Prolonged debilitating stress can lead to heart problems, hand tremors, weight gain, and even diabetes. These are the most common physiological side effects of severe mental experiences. Cortisol, the key stress hormone, also damages the brain (Becker et al., 2022). The frequent consequences of the brain’s reaction to stress are depression, constant anxiety, and memory lapses.
From personal experience, I can say that exams can cause a constant feeling of insecurity about strength and success. Students can be haunted by a toxic feeling of unpreparedness and intense anxiety that keeps them from proper sleep (Pascoe et al., 2020). These factors are closely related to the cognitive ability of the brain to process information efficiently. There is a growing sense of confusion and disorientation, which does not allow me to focus on successfully passing the exam. I have to process all deep personal experiences on my own. With poor preventive mental work, a deficient behavioral reaction may occur in the form of irritate relationships with friends and parents.
There are many methods of stress correction, and the task is to choose those that would correspond to individual characteristics and real conditions. Intellectual activity usually suffers severely under the intense stress. Almost all attention aspects are violated, which affects mental stability, concentration, data allocation, focus switching, increased distractibility (Smith & Pollak, 2020). The cognitive method of coping stress should be aimed at reducing the congestion of consciousness with excessive academic material. It disrupts the process of reproducing the necessary information. A clear schedule of the day and a competent distribution of forces and tasks during the day will benefit here (Yaribeygi, 2017). Emotionally focused therapy may include positive emotional relief with other students and friends.
Becker, L., Kaltenegger, H. C, Nowak, D., Weigl, M. & Rohleder, N. (2022) Physiological stress in response to multitasking and work interruptions: Study protocol. PLOS ONE, 17(2). e0263785. Web.
Pascoe, M. C., Hetrick, C. E. & Parker, A. G. (2020) The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25, 104-112.
Smith, K. E. & Pollak, S.D. (2020). Early life stress and development: Potential mechanisms for adverse outcomes. Journalof Neurodevelopmental Disorder, 12(34). Web.
Yaribeygi, H., Panahi, Y., Sahraei, H., Johnston, T. P., & Sahebkar, A. (2017). The impact of stress on body function: A review. EXCLI journal, 16, 1057–1072. Web.