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Skilda examinationers påverkan på gymnasieelevers stressupplevelse
Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
2019 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
The influence of different examination forms on students' percieved stress levels (English)
Abstract [en]

This paper aims to examine which form of examination that influence the students stress-level the most and if there’s a significant difference between genders. In relation to recent studies, hypotheses were formed that the oral exam should have the highest scores of stress, that students with better score on coping should have lower stress and that girls would score higher than boys. The study was conducted through a self-created survey that measured the students stress-levels in three different forms of examination, oral exam, written home-assignment and written classroom exams. The study was made at a school in southern Sweden with 95 respondents. The results showed that the oral examination caused highest scores in stress and that girls had significantly higher scores than boys. This study can be an enlightenment and guidance for teachers in their planning for examinations to ease the students raising stress-levels.

Abstract [sv]

Denna uppsats syftar till att undersöka vilken typ av examination som framkallar mest stress hos gymnasieelever samt om det finns någon signifikant skillnad mellan könen. I relation till tidigare studier formades hypoteser att muntlig examination genererade högst poäng på stress, att elever med högre poäng på stresshantering har lägre nivåer av stress, samt att tjejer påvisar högre stressvärden än killar. Studien genomfördes med hjälp av ett egenskapat enkätformulär som mätte elevernas stressnivåer i tre olika examinationsformer, muntlig examination, skriftlig hemuppgift samt salsprov. Studien genomfördes på en skola i södra Sverige och antalet respondenter var 95. Resultatet visade att muntlig examination genererade högst poäng av stress samt att tjejer hade markant högre resultat än killar. Studien ämnar till att ge lärare en insyn i elevernas situation och upplevelse av olika examinationer så att de har möjlighet att anpassa sin undervisning efter det.

Place, publisher, year, edition, pages
2019.
Keywords [en]
Examination forms, Stress, Coping, Cognitive appraisal
Keywords [sv]
Examinationsformer, Stress, Stresshantering, Kognitiv bedömning
National Category
Psychology Pedagogy
Identifiers
URN: urn:nbn:se:lnu:diva-80221OAI: oai:DiVA.org:lnu-80221DiVA, id: diva2:1285958
Subject / course
Psychology
Educational program
Teacher Education Programme for Upper Secondary School, 300/330 credits
Supervisors
Examiners
Available from: 2019-02-14 Created: 2019-02-05 Last updated: 2019-02-14Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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