Stress can be an emotional or physical response that is often experienced when under pressure or feeling overwhelmed. It can often lead to consequences such as poor decision-making, impaired cognitive functioning, and increased risk of cardiovascular disease. As a result, stress tends to be viewed negatively and is attempted to be avoided. To solve this issue, previous research has shown that stress reappraisal, a technique that encourages people to view stress responses as a functional coping tool, can facilitate performance. However, given that prior studies on stress reappraisal were conducted in highly controlled experimental settings with high-performing students, there is little research on whether stress can be reappraised to help promote the STEM achievement of underrepresented populations such as students at community colleges. To address these gaps, Jamieson et al. (2022) conducted an experiment to examine the effects and benefits of stress reappraisal on academic performance, biological response, and psychological states in a real-life situation: taking exams in a college-level classroom.  

In the experiment, Jamieson et al. (2022) recruited 339 students from mathematics courses through a community college system. Baseline-level data on biological and psychological measures were collected prior to their first mathematics exam through saliva sampling and questionnaires. Before taking their second mathematics exam, the participants were randomly assigned to either the stress-reappraisal group or the active control group. Those in the stress reappraisal condition were presented with messages that stress can facilitate good exam performance. Participants in the control group received messages that taught them to ignore stress. Saliva samples and questionnaires were then collected once again before the second exam, with additional questionnaires sent out to 147 of the total participants about procrastination tendencies and performance goals. Saliva samples and questionnaires were collected again before the third math exam. The researchers measured academic performance through the exam scores on the three math exams. Psychological states were measured by math anxiety, stress reappraisal (perceptions of task demands and personal resources), performance goals (to outperform others or to avoid performing worse than others in achievement situations), and procrastination tendencies. The biological response was assessed by neuroendocrine responses (cortisol and testosterone reactivity). 

The results showed that those who received stress reappraisal treatment performed better on their later exams than those who did not. In comparison with participants who did not receive stress reappraisal, they were more persistent in their courses, more likely to develop performance-approach goals to outperform others in achievement settings, and had more adaptive biological responses. Moreover, stress reappraisal led to less procrastination between the second and the third exam and less likelihood to perceive stress as a threat. Furthermore, the mediation analyses suggested that reduced perceptions of threat in stressful situations, less procrastination, and more performance-approach goals helped explain the effects of stress reappraisal intervention on students’ positive performance outcomes.

This study showcases the benefits of stress reappraisal in enhancing academic performance in a naturalistic educational setting. The study has also shown how previously held notions regarding stress may need to be altered by seeing it in a new, more positive light. Specifically, in STEM, such a stress regulation technique can maximize at-risk students’ potential and persistence. This study ties in closely with EPIC’s current research project as the results hint at a potential intervention for students to cope with their negative emotions when encountering failures adaptively. 

If you want to learn more about Jamieson et al.’s study, check it out at: https://psycnet.apa.org/doiLanding?doi=10.1037%2Fxge0000893 

This article was written by Jessica Wang. 

Reference: 

Jamieson, J. P., Black, A. E., Pelaia, L. E., Gravelding, H., Gordils, J., & Reis, H. T. (2022). Reappraising stress arousal improves affective, neuroendocrine, and academic performance outcomes in community college classrooms. Journal of Experimental Psychology: General, 151(1), 197–212. https://doi.org/10.1037/xge0000893