Most studies on acute stress stem from works conducted under artificial laboratory conditions. Inducing stress for experimental scrutiny is problematic and can be unethical. In this study, a ‘research methods’ course’s curriculum included a demonstration study testing anxiety and heart rate responses to the midterm test. Fifty-four university students (35 males and 19 females) presented a research topic in-person (n = 14) or prerecorded while being present (n = 40). Students selected a test format they could change until the week before the midterm test. The measures were trait anxiety, test anxiety, state anxiety, heart rate (HR), the last two being measured before and after examination, and grades. All students manifested decreased state anxiety and increased HR from before to after the test. Females exhibited higher HR and state anxiety than males. Real-time presentations were associated with higher HRs but not higher state anxiety. Those who changed their planned presentation mode from in-person to prerecorded exhibited higher test anxiety but not trait anxiety than those who presented as planned. Students who presented in-person obtained lower grades than those who prerecorded their presentations. Grades were negatively correlated with state anxiety after the test, but test anxiety did not significantly mediate the grades. Pre-test state anxiety was positively associated with both trait anxiety and test anxiety. The findings suggest that test anxiety is unlikely to affect grades, but test-anxious students need more control over academic evaluation. A choice in test format could be helpful in this regard.

大多数关于急性应激的研究都源于在人工实验室条件下进行的工作。给实验审查带来压力是有问题的，而且可能是不道德的。在这项研究中，“研究方法”课程的课程包括一项演示研究，测试焦虑和心率对期中考试的反应。 54 名大学生（35 名男性和 19 名女性）亲自提出了一个研究主题（n  = 14）或在场时预先录制（n  = 40）。学生选择了可以在期中考试前一周更改的考试形式。测量的指标包括特质焦虑、考试焦虑、状态焦虑、心率（HR）（最后两项在考试前后测量）以及成绩。从测试前到测试后，所有学生都表现出状态焦虑下降和 HR 增加。女性比男性表现出更高的心率和状态焦虑。实时演示与较高的心率相关，但与较高的状态焦虑无关。那些将计划的演示模式从面对面改为预先录制的人比按计划演示的人表现出更高的测试焦虑，但没有特质焦虑。亲自演讲的学生获得的成绩低于预先录制演讲的学生。成绩与考试后的状态焦虑呈负相关，但考试焦虑对成绩没​​有显着中介作用。考前状态焦虑与特质焦虑和考试焦虑均呈正相关。研究结果表明，考试焦虑不太可能影响成绩，但考试焦虑的学生需要对学业评估有更多的控制权。在这方面，选择测试形式可能会有所帮助。