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This paper investigates whether heart rate can serve as an indicator of stress in students during typical classroom and laboratory activities. Participants experience increased heart-rate change when engaging in tasks such as delivering oral reports, taking written exams, and participating in competitive laboratory exercises. The observed cardiovascular responses help clarify which classroom factors contribute to student stress.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/heart-rate-and-stress-in-a-college-setting/595447/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/heart-rate-and-stress-in-a-college-setting/595447.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the investigation?","Question",{"text":112,"@type":113},"To assess the extent to which students experience stress during activities encountered in a college classroom or laboratory, using heart rate as the indicator. It also aims to have students collect and analyze data.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which classroom activities were used to create potential stress?",{"text":117,"@type":113},"The study includes delivering an oral report, taking a written exam, waiting for a graded exam to be returned, and other activities such as observing oral reports or standing to begin a report.",{"name":119,"@type":110,"acceptedAnswer":120},"How was stress measured and analyzed?",{"text":121,"@type":113},"Heart rate was recorded using wireless monitors (non-invasive chest strap and wristband). 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Elwess and F. Daniel Vogt  \n101 Broad Street  \nDepartment of Biological Sciences  \nState University of New York, Plattsburgh, NY 12901  \nPlattsburgh, NY 12901  \n[nancy.elwess@plattsburgh. edu](nancy.elwess@plattsburgh. edu)  \n[f.vogt@plattsburgh.edu](f.vogt@plattsburgh.edu)  \nAbstract: Conditions producing stress are present in all colleges and universities. In this paper we report on an investigation utilizing heart rate as an indicator of stress in students when participating in activities encountered in a college classroom or laboratory. The activities included presenting an oral report, taking an exam, and participating in a competitive laboratory exercise. Increased change in heart rate was observed in students participating in these activities. These heart rate responses provide some insight into the factors in the classroom, which produce stress in our students.  \nIntroduction  \nThe demands of college can be challenging and stressful even to the best of students. Pressure to succeed academically, pay for college bills, make career choices, and to maintain a healthy and enjoyable lifestyle are normal parts of college life. Variation in heart rate can be influenced by psychological and physiological stress (Fontana et al., 1999) . In the classroom, taking a written exam or giving an oral presentation are two experiences that may be particularly stressful to most students and may cause extensive nervousness and anxiety leading to a cascade of physiological events (release of adrenaline and other hormones) that stimulate increased heart rate (Booth-Kewley & Friedman, 1987) . Currently several universities are having their students learn how to deal with stress because later it will often occur in relation to their job. An example of this is a surgical technology course at the University of Cincinnati. In this course, students spent time learning how to deal with the high stress levels that go along with working in an operating room where they often will have to make quick decisions on the job (Forgrave, 2004) . Because exposure to stressors in college students is associated with anxiety (Craske et al., 1995), one purpose of this investigation was to assess the extent to which students experience stress when participating in activities encountered in a college classroom or laboratory. A second purpose was to engage students in the collection and analysis of data. The relationship between heart rate and stress is well documented in sports, scientific, and medical journals; and the recent development of wireless heart rate technology has made it possible to design experiments to measure this relationship that can easily be implemented by students in the classroom. Our general hypothesis is that there will be an  \nincrease in heart rate when the students are exposed to specific stressors in the classroom or laboratory.  \nThe heart rates of student volunteers in upper level biology courses were recorded by wireless heart rate monitors (non-invasive chest strap and wristband; Polar HRM USA, Levittown, PA), which are available for purchase at most sporting goods stores. Each volunteer secured the monitor equipment at the beginning of class and, when prompted, read his/her heart rate to the instructor during a particular classroom or laboratory activity. Heart rate was recorded in students participating in the following classroom activities:  \n1. A junior level genetics course when the student was  \na. sitting and listening to a lecture.  \nb. sitting and taking a written exam.  \nc. sitting and waiting for his/her graded exam to be returned.  \nThe students predicted that heart rate would be higher during an exam than when listening to a lecture; however, there was uncertainty as to how elevated the heart rate would become during the exam. Additionally, most students did not expect their heart rates to increase substantially when their graded exams were returned to them.  \n2. In a","cbCaikKjx1SBNY7E","https://ap.wps.com/l/cbCaikKjx1SBNY7E","pdf",54663,"English","# Abstract\n# Introduction\n## Stressors in college life\n## Purpose and hypothesis\n# Methods\n## Wireless heart rate monitoring\n## Classroom and laboratory activities\n# Results\n## Statistical analysis","[{\"question\":\"What is the main purpose of the investigation?\",\"answer\":\"To assess the extent to which students experience stress during activities encountered in a college classroom or laboratory, using heart rate as the indicator. It also aims to have students collect and analyze data.\"},{\"question\":\"Which classroom activities were used to create potential stress?\",\"answer\":\"The study includes delivering an oral report, taking a written exam, waiting for a graded exam to be returned, and other activities such as observing oral reports or standing to begin a report.\"},{\"question\":\"How was stress measured and analyzed?\",\"answer\":\"Heart rate was recorded using wireless monitors (non-invasive chest strap and wristband). Results were reported as mean (+S.E.), and significant differences were determined with students’ t-tests for pairwise comparisons.\"}]","Heart Rate and Stress in a College Setting | PDF"]