Effects of temporary examination stress on biochemical parameters in academic students

Table of Contents

1. Stress

1.1 Type of Stress

1.2 Stressor

1.2.1 The Stress Response System and its Regulation

1.3 Symptoms of Stress

1.4 Coping with Stress

1.5 Examination Stress

1.5.1 Cognition, working Memory, and Examination Stress

1.5.2 Effects of Examination Stress on Students

1.5.3 The Effects of Moderator on students’ Performance

2. Some Biochemical Parameters

2.1 Cortisol

2.2 Blood Glucose

2.3 α-Amylase

2.4 Total Serum Protein

2.5 Free Radicals and Oxidative Stress

2.5.1 Defense Mechanism Against Oxidative Stress

2.6 Ceruloplasmin (Cp)

2.6.1 Chemistry of Ceruloplasmin

2.6.2 Physiological Function of Ceruloplasmin

2.7 Some Trace Elements

2.7.1 Copper

2.7.2 Iron

2.7.3 Zinc

2.8 Blood Group

3. Instruments, Chemicals, and Samples

3.1 Chemicals

3.2 Instruments

3.3 Samples

4. Methods

4.1 Determination of Body Muscle Index (BMI)

4.2 Determination of Some Biochemical Parameters

4.2.1 Determination of Cortisol

4.2.2 Determination of Fasting Serum Glucose (F.S.G)

4.2.3 Determination of Serum α-amylase Activity

4.2.4 Determination of Total Serum Protein

4.2.5 Determination of Serum Albumin

4.2.6 Determination of Ceruloplasmin Oxidase Activity

4.2.7 Determination of Ceruloplasmin Concentration

4.2.8 Determination of Ceruloplasmin Ferroxidase Activity

4.2.9 Determination of Trace Elements (Cu, Fe and Zn)

4.3 Determination of Blood Group

5. Statistical Analysis

6. Description of Studied Subgroups

7. Determination of Some Biochemical Parameters

7.1 Levels of Cortisol

7.2 Glucose Levels, Amylase activity and Amylase Specific Activity

7.3 Protein Profile Levels

7.4 Ceruloplasmin (Cp) Profile Levels

7.5 Serum Trace Elements (Cu, Fe and Zn) Levels

8. The Effect of Subgroup on Studied Biochemical Parameters

8.1 The Effect of Blood Type on Studied Biochemical Parameters

8.1.1 The Effect of Blood Type on Cortisol

8.1.2 The Effect of Blood Type on F.SG, Amylase and Amylase Activity

8.1.3 The Effect of Blood Type on T.S.P, Ablumin and Globulin

8.1.4 The Effect of Blood Type on Cp Profile

8.1.5 The Effect of Blood Type on Trace Elements (Cu, Fe, and Zn)

8.2 The Effect of Rh Blood Type on Studied Biochemical Parameters

8.2.1 The Effect of Rh Blood Type on Cortisol

8.2.2 The Effect of Rh Blood Type on F.B.G, Amylase Activity and Amylase Specific Activity

8.2.3 The Effect of Rh Blood Type on T.S.P, Ablumin and Globulin

8.2.4 The Effect of Rh Blood Type on Cp Profile

8.2.5 The Effect of Rh blood Type on Trace Elements (Cu, Fe, and Zn)

8.3 The Relation of Studied Biochemical Parameters with Exam Performance

8.3.1 The Relation of Cortisol with Exam Performance

8.3.2 The Relation of F.B.G, Amylase Activity and Amylase Specific Activity with Exam Performance

8.3.3 The Relation of Protein Profile with Exam Performance

8.3.4 The Relation of Cp Profile with Exam Performance

8.3.5 The Relation of Trace Element (Cu, Fe, and Zn) with Exam Performance

8.4 The Relation of Studied Biochemical Parameters with First Semester Score

8.4.1 The Relation of Cortisol with Semester Score

8.4.2 The Relation of F.B.G, Amylase and Amylase activity with Semester Score

8.4.3 The Relation of Protein Profile with Semester Score

8.4.4 The Relation of Cp Profile with Semester Score

8.4.5 The Relation of Trace Element (Cu, Fe, and Zn) with Semester Score

9. Correlation Analysis of Some Studied Biochemical Parameter

9.1 The Correlation of Cp Profile with Studied Biochemical Parameters

9.2 The Correlation of Protein Profile with Studied Biochemical Parameters

9.3 Correlation of Cortisol with Studied Biochemical Parameters

10. Discussion

Research Objectives and Themes

The main objective of this thesis is to investigate the impact of temporary examination stress on various biochemical parameters in undergraduate students, specifically examining how factors like blood type, Rh status, and academic performance influence these markers.

• Analysis of stress-related biochemical parameters including cortisol, glucose, and proteins.
• Evaluation of ceruloplasmin (Cp) profile levels and trace element concentrations (Cu, Fe, Zn).
• Assessment of the relationship between biochemical changes and exam/semester performance.
• Investigation of potential gender-based differences in physiological stress responses.
• Correlation analysis between different biochemical parameters using statistical tools.

Excerpt from the Thesis

Summary of Chapters

Chapter One: Introduction and Literature Review: Provides an overview of stress definitions, the HPA axis, and the biochemical markers being investigated in the context of academic examination stress.

Chapter Two: Materials and methods: Details the chemical reagents, instruments used (such as ELISA and spectrophotometers), and the specific laboratory procedures followed to determine each biochemical parameter.

Chapter Three: Results and Discussion: Presents the gathered data on students' biochemical profiles, analyzing the impact of exam stress, blood type, and Rh factor, and discusses these findings in the context of existing literature.

Keywords

Examination stress, Cortisol, Ceruloplasmin, α-amylase, Blood Glucose, Trace Elements, Copper, Iron, Zinc, Protein Profile, Albumin, Globulin, Academic Performance, Oxidative Stress

Frequently Asked Questions

What is the primary focus of this research?

The research focuses on investigating how temporary examination stress impacts various biochemical parameters in the sera of healthy undergraduate students.

What are the central themes of the work?

The themes include the physiological impact of exam-related anxiety, the role of ceruloplasmin as an antioxidant, and the influence of demographic and genetic factors like blood type on stress responses.

What is the primary objective or research question?

The primary aim is to identify biochemical indicators that are sensitive to examination stress and to correlate these markers with student academic performance.

Which scientific methods were utilized in this study?

The study employed Enzyme Linked Immuno-Sorbent Assay (ELISA) for cortisol, biuret methods for proteins, and flame atomic absorption spectroscopy for trace element analysis.

What aspects are covered in the main body?

The main body covers the detailed methodology for measuring these markers and a comprehensive presentation and discussion of results, categorized by student subgroups (gender, blood type, exam performance).

Which keywords characterize this thesis?

Key terms include examination stress, cortisol, ceruloplasmin, trace elements, and protein profiles in academic students.

How did blood type affect the biochemical findings?

The study suggests that students with certain blood types (A and B) may show more significant changes in their Cp profiles and protein levels during stressful periods compared to other groups.

What conclusion did the author reach regarding examination stress?

The author concludes that temporary examination stress causes measurable differences in most of the biochemical parameters studied, highlighting its systemic impact.