A Study Of Examination Stress In Relation To Memory And Learning Styles

In the present study, memory and learning styles of secondary school students have been examined, so as to know how they co-relate with and influence examination stress in students. The objectives of the study are : (i) to study the relationship between examination stress and memory, (ii)to study the relationship between examination stress and learning-styles, (iii) to compare examination stress among students with high, moderate and low memory, (iv) to compare examination stress among students who adopt high and low reproducing/constructive learning styles. The sample for the present study consisted of 640 students studying in class XI of four U.P. Board schools and four C.B.S.E. Schools of Allahabad. 'Examination Stress Scale' of K.S. Misra was used to measure examination stress among secondary school students. 'Learning Styles Inventory' of K.S. Misra was used to identify the learning styles preferred by secondary school students. A Test on Memory constructed by the researcher was used to assess short term memory. The test consists of items based on recall and information processing. The findings are : (i) there is negative relationship between examination stress and memory, (ii)(a) examination stress is positively related to reproducing learning-style, (ii)(b) no significant relationship exists between examination stress and constructive learning-style, (iii) students with high, moderate and low memory differ from one another in their experience of examination stress, (iv)(a) students adopting high, moderate and low reproducing learning-style differ from one another on examination stress, (iv)(b) students adopting high, moderate and low level of constructive learning-style do not differ from one another in their experience of examination stress. Key words: stress, memory, learning style