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Randomized Trial Examining Effects of Animal Assisted Intervention and Stress Related Symptoms on College Students’ Learning and Study Skills

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  • Patricia Pendry

    (Department of Human Development, Washington State University, Pullman, WA 99164, USA)

  • Alexa M. Carr

    (Department of Human Development, Washington State University, Pullman, WA 99164, USA)

  • Nancy R. Gee

    (Center for Human-Animal Interaction, Virginia Commonwealth University, Richmond, VA 23298, USA)

  • Jaymie L. Vandagriff

    (Department of Human Development, Washington State University, Pullman, WA 99164, USA)

Abstract

Animal Visitation Programs (AVPs) targeting college students’ stress and academic success have increased, despite limited research on academic outcomes. This randomized controlled trial ( N = 349) examined the effects of incorporating levels of Human–animal Interaction (HAI) (0%, 50% or 100%) with therapy dogs in a four-week academic stress management program. Conditions included (1) Academic Stress Management (ASM) content only (0% HAI), (2) Human–animal Interaction only (100% HAI) and (3) equal combinations of ASM content and HAI (50% HAI). Intention-to-treat (ITT) analyses examined the effects of students’ risk status ( N = 146; depression, anxiety, perceived stress, worry) and treatment condition on students’ learning and study strategies at posttest and follow-up. The results showed interactions between condition and risk status demonstrating higher posttest levels of WILL (i.e., anxiety, attitude, motivation) ( Β = 0.582, p = 0.005) and SELFREGULATION (i.e., concentration, self-testing, study aids, time management) ( Β = 0.501, p = 0.031) for at-risk students receiving equal combinations of HAI and content presentations. Moderation effects remained at follow-up ( Β = 0.626, p = 0.005; Β = 0.630, p = 0.007). At-risk students receiving only HAI (100%) also showed higher levels of WILL at posttest ( Β = 0.481, p = 0.021) and follow up ( Β = 0.490, p = 0.038). University administrators should consider providing at-risk students with targeted programs with varying levels of HAI and ASM content, depending on the targeted academic outcome.

Suggested Citation

  • Patricia Pendry & Alexa M. Carr & Nancy R. Gee & Jaymie L. Vandagriff, 2020. "Randomized Trial Examining Effects of Animal Assisted Intervention and Stress Related Symptoms on College Students’ Learning and Study Skills," IJERPH, MDPI, vol. 17(6), pages 1-18, March.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:6:p:1909-:d:332789
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    References listed on IDEAS

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    1. Patricia Pendry & Stephanie Kuzara & Nancy R. Gee, 2019. "Evaluation of Undergraduate Students’ Responsiveness to a 4-Week University-Based Animal-Assisted Stress Prevention Program," IJERPH, MDPI, vol. 16(18), pages 1-16, September.
    2. Eisenberg Daniel & Golberstein Ezra & Hunt Justin B, 2009. "Mental Health and Academic Success in College," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 9(1), pages 1-37, September.
    3. Dasha Grajfoner & Emma Harte & Lauren M. Potter & Nicola McGuigan, 2017. "The Effect of Dog-Assisted Intervention on Student Well-Being, Mood, and Anxiety," IJERPH, MDPI, vol. 14(5), pages 1-9, May.
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    Cited by:

    1. Cathrin Rothkopf & Silke Schworm, 2021. "Exploring Dog-Assisted Interventions in Higher Education: Students’ Attitudes and Perceived Effects on Well-Being," IJERPH, MDPI, vol. 18(9), pages 1-18, April.

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