Abstract:

In the spectrum of social situations in which the human individual is exposed with stressed intensity to emotional tension, one of the most important is - undoubtedly - represented by the context of academic evaluation, namely the period of the tests / examinations in any of its forms. The presence of this phenomenon is a constant of those periods, often manifesting itself independently of the level of training performance of the learner in the situation of knowledge examination. We are interested in students' emotional state during academic evaluation/examination. Quotes like: ”I am so nervous about this exam”, ”Although I have a good knowledge, not sure I will be able to perform because of my emotions”, ”I cannot focus enough/at all ”thanks” to my emotions”, ”I can't remember this/that. My emotions are responsible for that.” etc. are frequently used. What is the extent for considering that the emotional state in these specific circumstances has a constructive significance, or an opposite one? Systematizing the theoretical data on the importance of emotions in academic evaluation, the article aims an investigative approach oriented in identifying the perceptual variables of the emotions' constructive character, respectively the negative / counter-productive characteristics of emotions for the person performing in academic evaluation contexts.