Publikation Nr. 3074 - Details
ArtikelOpen Access · CCPeer ReviewEnglisch
Visualization and Breathing as Means to Reduce Objective and Subjective Stress of Students during Exam Times
Landberg, M. & Götz, K. (2025). Visualization and Breathing as Means to Reduce Objective and Subjective Stress of Students during Exam Times. European Journal of Education and Pedagogy, 2025.
Abstract
Exam stress is a highly prevalent topic for students. Knowing time-saving
and short-term strategies to deal with exam stress might be highly
beneficial. Hence, the present study examines if students can profit from
stress reduction strategies (either visualization or breathing techniques)
during a mock exam. If so, students can be encouraged to use these
strategies for their own benefits during exam times. Fifty-four participants
were recruited to the study. 79.6% of the group was female, the mean age
was 20.37 years (SD= 1.39). Nineteen students were in the visualization
group (35.2%), 19 students were in the breathing exercise group (35.2%)
and 16 students were part of the control group (29.6%). Data analysis
shows a small but significant reduction of stress in the breathing exercise
group. We suggest further research strategies and implications for fostering
mental health of students in higher education.
and short-term strategies to deal with exam stress might be highly
beneficial. Hence, the present study examines if students can profit from
stress reduction strategies (either visualization or breathing techniques)
during a mock exam. If so, students can be encouraged to use these
strategies for their own benefits during exam times. Fifty-four participants
were recruited to the study. 79.6% of the group was female, the mean age
was 20.37 years (SD= 1.39). Nineteen students were in the visualization
group (35.2%), 19 students were in the breathing exercise group (35.2%)
and 16 students were part of the control group (29.6%). Data analysis
shows a small but significant reduction of stress in the breathing exercise
group. We suggest further research strategies and implications for fostering
mental health of students in higher education.
