The role that stress plays in learners’ performance is often underrated, yet it is likely to influence the management of tasks to a significant extent. The emotional distress that students are likely to experience when taking tests may aggravate their results and even lead to a failure. The impact of stress factors on people’s cognitive skills has been the subject of multiple studies since the 1970s, the Stroop word-color test being the best-known one [1]. However, despite having been studied quite extensively, the specified issue requires further research due to the increase in the number and variety of stress factors into students’ lives.
The importance of exploring whether students under stress performs worse is quite high since it promises the chance to improve students’ academic performance significantly after removing the key hindrances form their academic environment. Herein lies the main reason for our team to select the specified topic [2; 3]. Although it is quite easy to lay the blame entirely on a learner for failing a class, understanding the crucial stressors and negative influences that may have affected a learner’s performance will help creating a better academic environment for future students.
Therefore, the main goal of this paper is to establish whether being under stress affects a student’s performance to a noticeable extent. Thus, the main purpose of this proposal is to outline the course of the project and determine its crucial milestones. The proposal assignment addressing the described topic will consist of an introduction with a profound purpose statement and a hypothesis, a review of literature, a methodology section, and the discussion of anticipated results. The methodology section will incorporate key information about the research method, data collection strategy, sample size, and data analysis approaches.
Works Cited
- Stinson, E. J., J. Krakoff and M. E. Gluck, “Depressive symptoms and poorer performance on the Stroop Task are associated with weight gain,” Physiology & Behavior, vol. 186, no. 1, pp. 25-30, 2018.
- Keech, J. J., M. S., Hagger, F. V. O’Callaghan and K. Hamilton, “The influence of university students’ stress mindsets on health and performance outcomes,” Annals of Behavioral Medicine, vol. 52, no. 12, pp, 1046-1059, 2018.
- Frazier, P., A. Gabriel, A. Merians and K. Lust, “Understanding stress as an impediment to academic performance,” Journal of American College Health, vol. 67, no. 6, pp. 562-570, 2019.