Positive Effects of Two Interventions to Reduce Stress in Students of Different Courses of Study

Abstract

Background: Students report high levels of stress. Aim: Investigation of the effectiveness of cognitive-behavioral and meditation interventions to reduce stress in students of psychology and dentistry. Method: In longitudinal control group comparisons, 262 students were divided into five groups: cognitive-behavioral training (IGcogPsy: n = 59 psychology; IGcogDent: n = 41 dentistry), mindfulness-based meditation (IGmedPsy: n = 63 psychology), measurement controls (CGPsy: n = 57 psychology; CGDent: n = 42 dentistry). 126 psychology students (IGcogPsy: n = 43; IGmedPsy: n = 47; CGPsy: n = 36) took follow-up tests 6 months after training. Results: ANCOVAs with repeated measurement factor (interactions group/time t1 to t2; co-variates: terms studied, gender, the stress in addition to studies) and contrasts over pairwise differences (alpha-error accumulation correction applied) showed stronger improvements for all IGs compared to CGs in coping strategies, self-efficacy, and learning strategies. IGcogPsy also improved more in test anxiety, and IGcogDent in test anxiety, trait and state anxiety. IGcogPsy and IGmedPsy reduced stress symptoms. At follow-up (simultaneous ANCOVAs t1, t2, t3; contrasts), more favorable development in test anxiety and some learning strategies resulted in both IGcogPsy and IGmedPsy compared to CGPsy. Limitations: Controls received feedback on concentration development but no alternative intervention. Confounding by self-selection cannot be ruled out. Conclusion: Cognitive-behavioral intervention had comprehensive impacts on all areas under investigation for both psychology and dental students; meditation was effective primarily in areas not directly related to action. Both interventions evoked some long-term effects.