Incorporating Human-Animal Interaction into Academic Stress Management Programs: Effects on Typical and At-Risk College Students' Executive Function

Autor/inn/en	Pendry, Patricia; Carr, Alexa M.; Vandagriff, Jaymie L.; Gee, Nancy R.
Titel	Incorporating Human-Animal Interaction into Academic Stress Management Programs: Effects on Typical and At-Risk College Students' Executive Function
Quelle	In: AERA Open, 7 (2021) 1, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Interaction; Animals; Executive Function; Stress Management; At Risk Students; Undergraduate Students; Evidence Based Practice; Therapy; Academic Achievement; Student Motivation; Goal Orientation; Sleep; Health Behavior; Test Anxiety; Mental Health; Public Colleges; Outcomes of Treatment; Metacognition + Suchen Sie Ihr Suchwort? Interaktion; Animal; Tier; Tiere; Stressmanagement; Stressbewältigung; Therapie; Schulleistung; Schulische Motivation; Zielorientierung; Zielvorstellung; Schlaf; Health behaviour; Gesundheitsverhalten; Examination phobia; Testangst; Prüfungsangst; Psychohygiene; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	Implementation of university-based animal-assisted stress-prevention programs is increasing despite limited knowledge about impacts on students' academic success. This randomized trial (N = 309) examined the effects of a 4-week stress-prevention program with varying levels of human-animal interaction (HAI) and evidence-based content presentations on students' executive functioning (EF). Effects were examined while considering the moderating role of students' risk status (N = 121), based on history of academic failure, suicidal ideation, mental health, and learning issues. Intent-to-treat analyses showed that at-risk students showed the highest levels of EF (? = 4.74, p = 0.018) and metacognition (? = 4.88, p = 0.013) at posttest in the condition featuring 100% HAI, effects that remained 6 weeks later (?[subscript Global EF] = 4.48, p = 0.028; ?[subscript Metacognition] = 5.31,p = 0.009). Since evidence-based content presentations did not confer benefits for at-risk students' EF, even when offered in combination with HAI, universities should consider providing at-risk students with targeted programs emphasizing exposure to HAI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01