Students' situational stress (ASV) values were elevated during periods when students were engaged in tasks at the whiteboard¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Normalised Absolute Stress Vector values rose during student presentation turns at the whiteboard, with considerable variation between students and within presentations. → Lehesvuori 2026

Evidence¶

Lehesvuori 2026¶

Lehesvuori, S., Järvinen, M., Lämsä, J., Heilala, V., Hämäläinen, R. (2026). Exploring interconnections between communicative activities, situational stress reactions and cognitive engagement in undergraduate mathematics lesson. Instructional Science. https://doi.org/10.1007/s11251-026-09786-3

q2 · i? · associational · r1

Meso-level visualisation of z-score-normalised ASV from three sensor-wearing students during one lesson shows elevation during whiteboard tasks; the article notes "considerable variation in ASV both between students and within the course of a single presentation." Student B showed longer duration and more peaks than Student A.

"the graph (Fig. 3) clearly shows that students’ ASV values were elevated during periods when students were engaged in tasks at the whiteboard."

Discussion¶

Learner Variables¶

• Affect Regulation — outcome: instruction changes it

Related Claims¶

• Distinct situational stress changes co-occurred with conflict situations while presenting and communicating mathematical problems — a narrower finding that bears on this claim
• Teacher's direct support of a stuck presenter corresponded with a clear decrease in situational stress (ASV) — a narrower finding that bears on this claim
• Peer discussion leading to individual resolving of an incorrect solution was interpreted as cognitive engagement favouring learning, co-occurring with peaking situational stress — a narrower finding that bears on this claim
• Active listening was the most common individual student communicative activity in the analysed lesson, with marked individual differences between the three students — related