| Abstract [eng] |
The aim of the work was to: 1) evaluate the indicators of students' reactions to exam stress, identity style and anxiety and compare them according to the subjects’ sociodemographic characteristics; 2) identify possible correlations between the selected variables and use them to evaluate the prognostic value of high school students' anxiety and identity style indicators for exam stress. The study involved 164 students (101 female and 63 male) in grades 10-12. Their age was 16 - 19 years (M=17.3; SD=0.91). Examination Stress Scale for Adolescent Students (Sung, Chao, 2014) was used to assess the responses to exam stress; the identity style was determined by the 5th version of the Identity Style Inventory (Berzonsky, Soenens, Luyckx, Smits, Papini, & Goossens, 2013), and anxiety was measured by the State-Trait Anxiety Inventory (Spielberger, Gorsuch, & Lushene, 1970). Exam stress responses have been found to be more pronounced in females, their identity styles are more mature than those in males, but they experience a stronger sense of anxiety. Individual responses to exam stress, anxiety and identity styles are related to the students’ age and progress. The following key relationships between the exam stress, identity states and anxiety among students have been revealed: 1) students with a more mature identity style are characterised by stronger responses to the exam stress; 2) the stronger the expression of anxiety in high school, the more exam stress they experience. Regression analysis of the results revealed that more mature identity styles and reactive and personal anxiety predict students’ responses to the exam stress. |
