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| Autor/in | Matthews, Doris B. |
|---|---|
| Institution | South Carolina State Coll., Orangeburg. |
| Titel | A Study of the Effects of a Stress Management Program on Affective and Cognitive Measures of Middle School Children. |
| Quelle | (1988), (117 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Affective Measures; Arousal Patterns; Cognitive Measurement; Grade 6; Grade 7; Intermediate Grades; Junior High Schools; Middle Schools; Relaxation Training; Stress Management; Stress Variables |
| Abstract | Middle school children make a number of accomodations that create stress in their lives. This study examined the effects on sixth and seventh grade students (N=53) of a stress management program that emphasized self-regulation of physiological aspects of functioning along the relaxation/arousal continuum. The experimental group received intensive training in self-regulation for 7 weeks during the physical education period and then practiced the skills periodically throughout the school year. At the completion of the training period for self-regulation, both the experimental group and the control group engaged in a thinking skills program as part of the regular language arts period. The students in the self-regulation training were impressively successful, as measured by peripheral temperatures, in changing their levels of arousal or relaxation with the assistance of the trainer. On their own, students continued to be successful in relaxing, but failed to master the skill of eliciting the arousal response at will. Throughout the thinking skills program, the experimental group tended to score higher on teacher-made tests than did the control group, but they failed to outperform their counterparts on a standardized test of higher-order cognitive abilities. The treatment tended to diminish significantly perceived anxiety levels and to improve perceptions of students about themselves. (Author/ABL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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