Cortisol and Anxiety Study

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Questions and Answers

In the study described in Stimulus Part A, what specific physiological measure was used to quantify the stress levels of the participants?

The mean salivary cortisol level was the physiological measure used to quantify the stress levels of the participants.

Referring to Stimulus Part A, explain why measuring anxiety levels both 40 days before the exam ('relaxed' period) and on the day of the exam ('stressful' period) is important for the conclusion of the study.

Measuring anxiety levels at both time points establishes a baseline ('relaxed') and a stressed state, allowing for comparison and determination of how stress affects anxiety levels. Without the baseline, it would be hard to see the effect.

Based on your understanding of research methods, what is one potential extraneous variable that the researchers should have considered when interpreting the anxiety measurements of this study in Stimulus Part A? Explain why this variable could impact the results.

One potential extraneous variable is individual differences in coping mechanisms. Some students may have better strategies for managing stress and anxiety, which could influence their STAI scores independently of the exam itself.

In Stimulus Part B, Mikki's fear of spiders is creating difficulty with concentration. Explain how the fight-flight-freeze response could be affecting her cognitive processes during the exam.

Mikki's fear activates the fight-flight-freeze response, diverting resources away from cognitive tasks and towards dealing with the perceived threat (the spider). This hinders concentration. Signup and view all the answers

Referring to both Stimulus Part A and Stimulus Part B, discuss how cognitive appraisal could explain why Mikki experienced a disruption in her exam performance, while some students did not have a disruption during the 'stressful' period.

Mikki appraised the spider as a threat, triggering a stress response that impaired her performance. Others in Part A may have appraised the exam as a controllable challenge, leading to less anxiety and disruption. Signup and view all the answers

Based on the information in Stimulus Part A, what is one ethical consideration that researchers should address when conducting studies involving stress and anxiety? Explain why this consideration is important.

Researchers must minimize potential harm and ensure the well-being of participants. It is important because participants may experience heightened stress or anxiety during the study, and researchers must take steps to protect their mental health. Signup and view all the answers

In Stimulus Part B, the exam supervisor removes the huntsman spider, resolving Mikki's disruption. How does this intervention relate to problem-focused coping?

Removing the spider represents problem-focused coping because it directly addresses and eliminates the source of Mikki's stress (the spider) allowing her to focus on the completing her exam. Signup and view all the answers

Identify one limitation of the research study described in Stimulus Part A, considering the sample and methodology used. Explain how this limitation might impact the generalizability of the study's findings.

The study only included medicine faculty students who are in their second year, limiting the generalizability of the findings. The study may not generalize to other people, because medical students encounter heightened stress compared to average students. Signup and view all the answers

Based on Stimulus Part A, what conclusion can be drawn about the relationship between cortisol levels and anxiety, and how could this relationship be represented on a scatterplot?

There is a positive correlation between heightened cortisol levels and anxiety. On a scatterplot, higher cortisol levels are associated with higher anxiety levels, with the data points trending upwards. Signup and view all the answers

Considering both Stimulus A and Stimulus B, what recommendations might a school counselor make to students to help them manage their stress and anxiety during exams? Provide two distinct strategies.

<ol> <li>Teach students stress-reduction techniques (e.g., mindfulness, deep breathing) to modulate the body's physiological response to stress, as measured by cortisol levels in the study. 2. Give students resources if they have a known phobia, as Mikki dealt with in Stimulus B.</li> </ol> Signup and view all the answers

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Flashcards

What is cortisol?

A hormone that increases in response to stress, impacting anxiety levels.

Study Objective?

To investigate how increased cortisol levels, induced by stress, affect anxiety in young, healthy individuals.

What is STAI?

The 'State-Trait Anxiety Inventory', a self-report scale, used to measure anxiety levels in participants.

What was the study conclusion?

Stress significantly elevates cortisol, which in turn negatively impacts anxiety levels.

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When were anxiety measurements taken?

First, during a 'relaxed' period, then again during a 'stressful' period (day of exam).

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Study Notes

The study examines the effects of cortisol increases on anxiety levels in healthy, young individuals.

Method

107 healthy medicine faculty students aged 19-23 in their second year were included.
Anxiety measurements and saliva samples for cortisol concentrations were taken 40 days before the final exam, which was designated as the 'relaxed' period.
The 'State-Trait Anxiety Inventory' (STAI), a self-report anxiety scale, was used to measure anxiety.
Anxiety measurements and saliva samples were taken again on the day of the exam, designated as the 'stressful' period.

Results

The mean cortisol level increased by approximately nine times in the stressful period compared to the relaxed period.
STAI scale scores also increased.
Mean Salivary Cortisol Level in the relaxed period was 18.05 nmol/L and increased to 159.83 nmol/L in the stressful period.
Scores typically range between 10-200 nmol/L during the day.
Mean STAI Score in the relaxed period was 38.79 and increased to 42.71 in the stressful period.
Scores typically range from 20 (low anxiety) to 80 (high anxiety).

Conclusion

Stress negatively affects anxiety.
The study will be useful when correlated with long-term stress measurements.

Mikki's Experience

Mikki, a medical faculty student, was motivated and enjoyed her studies leading up to the exam.
On the exam day, she felt nervous but confident due to her hard work.
Upon entering the exam room, she noticed a large huntsman spider, causing her significant fear and difficulty concentrating.
The exam supervisor removed the spider, allowing Mikki to continue the exam.

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