摘要：(High) school environment provokes a whole range of emotions from excitement and joy to sadness and anxiety. It is reasonable to assume that the ability of (college) students to manage the emotions affect their ability to monitor learning. Those with more developed emotion management skills may be better to focus on school tasks, which result in better academic achievement. The aim of this study was to determine whether the induced stress situation in higher education (unannounced colloquium) affect the success of students in solving simple mathematical tasks, i.e. tasks that are not associated with their study program and the accuracy of solving them is not affected by some specific knowledge and skills by which the students are supposed to distinguish. The subjects were students of Science and of Education-Rehabilitation Faculty, 147 in total. Analysis of variance tested the significance of the difference in the number of correct, incorrect and a total of solved tasks in experimental and control group. It turned out that the “intimidation” has the effect: more students are trying to solve the tasks. However, they make more errors than students in the control situation. Since learning about how to manage their emotions is an important mediating variable in school success, it would be worthwhile to support development programs in schools of social-emotional skills - for students and for those who work with them.
