STRESS-MANAGEMENT WITHIN THE CONTEXT OF A COLLEGE EXAMINATION: THE EFFECT OF APPRAISAL AND COPING PROCESSES ON THE REGULATION OF EMOTIONS (EXPECTANCY)

The purpose of the present investigation was to understand the processes associated with effective stress management. In accordance with this objective, a model (The Self-Regulation Model of Stress-Management) was introduced and tested. The model proposes that: (a) Emotions experienced before a stressful event (pre-event emotions) are influenced by appraisals of the event. In particular expectancies of success and the importance ascribed to the event will affect the direction and intensity, respectively, of pre-event emotions, (b) A person\u27s level of self-awareness will interact with his or her success expectancies to determine whether the person copes in an active or avoidant fashion, (c) The adaptiveness of a particular coping pattern (i.e., active or avoidant) depends on how well coping compliments the person\u27s original appraisal of successfully handling the situation. These and related hypothesis were tested in the context of a college examination. One hundred and seventy four university students completed questionnaires both before and after a psychology midterm examination. The students reported, in part, their appraisals of the examination (i.e., expectancies and certainty regarding outcomes and the importance of the examination), the manner in which they coped (active or avoidant), and the emotions they experienced, both before (e.g., anticipation, worry) and after the examination (e.g., anger, satisfaction). The Private Self-Consciousness Sub-Scale (Feningstein, et al., 1975) was used to measure self-awareness. Self-Awareness was found to be unrelated to pre-event emotions and to coping responses. It also did not moderate the effects of stress on health, as had been expected. On the other hand, the importance ascribed to the examination and the outcome expectancies associated with the event influenced the intensity and the tone of emotions experienced. Finally, some students created negative outcomes by coping in a manner (i.e., either active or avoidant) that was discrepant from their original assessment of the situation. It was concluded that the deleterious effects of stress could be controlled by coping in a flexible manner. That is, no one coping style is best overall. Instead, coping that is responsive to circumstantial demands and constraints will prove most adaptive in the long run