Journal of Primary Prevention

, Volume 5, Issue 1, pp 17–26

Effects of preventive cognitive self-instruction training on adolescent attitudes, experiences, and state anxiety

Authors

  • Stanley B. Baker
    • Division of Counseling and Educational Psychology, 313 CEDAR BuildingThe Pennsylvania State University
  • James N. Butler
Articles

DOI: 10.1007/BF01332030

Cite this article as:
Baker, S.B. & Butler, J.N. J Primary Prevent (1984) 5: 17. doi:10.1007/BF01332030

Abstract

The effects of teacher-directed cognitive self-instruction (TI) were compared with an instructions-only component control condition (IO) in order to examine the former's efficacy as a primary prevention strategy. In a quasi-experimental design. two intact high school psychology classes were randomly assigned to either TI or IO. Each condition lasted for eight 45-minute class periods, and each group was given an in vivo homework assignment. Pretreatment equivalence and demand analyses yielded no evidence of differences. Results of a posttreatment measure of attitude toward treatments and a pre- and posttreatment measure of state anxiety suggested that trainerdirected cognitive self-instruction may be a promising primary prevention strategy.

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Copyright information

© Human Sciences Press 1984