Psychophysiological monitoring of evaluation stress in school children

Abstract

The results of the psychophysiological study of evaluation stress in school children in a situation of educational activity are presented. The new psychophysiological method of telemetric recording of cardiorhythmography in the class developed on the basis of a three-component model of extreme states with consistent dominance of one of the three stress-reactive systems was tested. The ambiguous nature of the relationship between evaluation stress and academic outcomes was revealed: a reduction of the quality of control test results in the condition of physiological stress reactions' absence; destructive nature of stress by increasing the duration of its experiences; the negative effect of deferred-in-time stress impact on academic performance after the test on the next stages of the educational process (tasks without estimates).