TY - JOUR
T1 - Improving academic performance and mental health through a stress management intervention: Outcomes and mediators of change
AU - Keogh, E
AU - Bond, F W
AU - Flaxman, P E
N1 - ID number: ISI:000236169400002
PY - 2006
Y1 - 2006
N2 - Two hundred and nine pupils were randomly allocated to either a cognitive behaviourally based stress management intervention (SMI) group, or a non-intervention control group. Mood and motivation measures were administered pre and post intervention. Standardized examinations were taken 8-10 weeks later. As hypothesized, results indicated that an increase in the functionality of pupils' cognitions served as the mechanism by which mental health improved in the SMI group. In contrast, the control group demonstrated no such improvements. Also, as predicted, an increase in motivation accounted for the SMI group's significantly better performance on the standardized, academic assessments that comprise the United Kingdom's General Certificate of Secondary Education. Indeed, the magnitude of this enhanced performance was, on average, one-letter grade. Discussion focuses on the theoretical and practical implications of these findings. (c) 2005 Elsevier Ltd. All rights reserved.
AB - Two hundred and nine pupils were randomly allocated to either a cognitive behaviourally based stress management intervention (SMI) group, or a non-intervention control group. Mood and motivation measures were administered pre and post intervention. Standardized examinations were taken 8-10 weeks later. As hypothesized, results indicated that an increase in the functionality of pupils' cognitions served as the mechanism by which mental health improved in the SMI group. In contrast, the control group demonstrated no such improvements. Also, as predicted, an increase in motivation accounted for the SMI group's significantly better performance on the standardized, academic assessments that comprise the United Kingdom's General Certificate of Secondary Education. Indeed, the magnitude of this enhanced performance was, on average, one-letter grade. Discussion focuses on the theoretical and practical implications of these findings. (c) 2005 Elsevier Ltd. All rights reserved.
U2 - 10.1016/j.brat.2005.03.002
DO - 10.1016/j.brat.2005.03.002
M3 - Article
SN - 0005-7967
VL - 44
SP - 339
EP - 357
JO - Behaviour Research and Therapy
JF - Behaviour Research and Therapy
IS - 3
ER -
