Physiological Effects of Varying Waiting Periods and Perceived Arrival Times on the Performance of a Timed Quiz
Journal of Advanced Student Sciences (JASS)
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Tests and quizzes are often used by schools and workplaces to judge performance and knowledge of the participants who take them. Although the aim of these evaluations is to test cognitive function, there are many underlying factors that may influence performance. Test anticipation and test anxiety are only some of the factors that may influence performance. This study aims to investigate the physiological changes, specifically for blood pressure, heart rate, and respiratory rate, that may occur when a student has varying amounts of time to anticipate a quiz. Participants performed a 7 question math quiz in 5 minutes. It was predicted that when students are given less perceived time to take the quiz and perceive themselves as having a later arrival time, they will experience an increase in blood pressure, respiratory rate, and heart rate, which will ultimately impact quiz performance. Our results yielded that students who were given less perceived time had no significant increase in heart rate, respiration rate or blood pressure, both systolic and diastolic, as compared to the groups that were given longer waiting periods and perceived themselves to have more time to complete the quiz.
An article that appeared in JASS, issue 2017