Fueled and focused: A brief intervention integrating stress reappraisal and achievement goals improves exam performance and reduces cortisol

When taking an exam, experiencing stress is natural, especially for students transitioning to new academic environments. Students who reappraise stress arousal as a functional resource and who adopt approach-oriented achievement goals —focusing on attaining success rather than avoiding failure— may experience healthier biological stress responses and perform better. This study tested whether a short intervention that integrated the stress reappraisal and achievement goal models 1) increased students’ exam scores and 2) decreased their stress hormones during their course exams compared to a control condition. Students in an Introduction to Psychology course (N = 308; M_age = 18.30 years, SD_age = 0.62 years, 59 % Female) were randomly assigned to a short reading-writing intervention or a control condition between their first and second in-class exams. Students provided a saliva sample immediately after each exam to assess the cortisol levels produced while taking the exam, and exam scores were obtained from the course instructor. Results revealed that the intervention increased exam scores and decreased production of salivary cortisol at Exam 2 post-intervention compared to the control intervention. In brief, the short intervention was a successful tool in helping students view their stress responses as additional fuel to focus on the exam and perform.