Самоэффективность студентов в условиях экзаменационного стресса
This article presents the results of an empirical study on the self-efficacy of students in conditions of examination stress. 98 students acted as respondents, divided in equal proportions by gender, in the age category of 20–25 years old, during the situation of taking summer semester exams. The hypothesis that the level of exam stress is inversely proportional to the severity of student selfefficacy was confirmed by the research. The influence of each of the components of self-efficacy on the level of development of examination stress was brought to light, and the significance of each component in the structure of selfefficacy of students under conditions of examination stress was determined. It turned out that the emotional component in the structure of self-efficacy has the greatest significance for exam stress, while the cognitive, conative and behavioral components have a weak effect.