Understanding the Characteristics of Students and the Guidance Methods Applied based on Differences in the Mock Test Scores of the National Examination for Occupational Therapists

Abstract

[Objectives] To evaluate the stress status and coping style of occupational therapy students preparing for the national examination and the style of motivation to study for the national examination, with the aim of ascertaining the characteristics and examining the guidance methods. [Methods] Stress status was assessed with a salivary amylase monitor in 47 students preparing for the national examination for occupational therapists. The styles of studying motivation and stress coping were evaluated using a questionnaire survey and the Lazarus-type stress coping inventory. The first, second, and third measurements were conducted about 1 month, 2 weeks, and 1-2 days before the mock examination, respectively. [Results] The students were classified into two groups: students above the average score of the mock examination (above average group) and students below the average score (below average group). In the assessment of salivary amylase, the values in the above average group decreased as the schedule of the mock examination approached. In the below average group, when the first and second measurements were compared, the second measurement was lower than the first one. Regarding the style of study motivation, the percentage of intrinsic motivation tended to be low in both groups. Regarding stress coping styles, the students who used cognitive strategies outnumbered the students who used emotional strategies in the above average group. However, the number of students who used different coping styles was approximately the same in the below average group. [Discussion] The stress status of students in both the above and below average groups tended to reduce by studying for the national examination. Furthermore, it is necessary to strengthen intrinsic motivation in terms of the style of study motivation. Meanwhile, the above and below average groups showed their own characteristics in the style of stress coping, suggesting the need for guidance according to the characteristics of students.