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

Patricia Pendry, Alexa M Carr, Nancy R Gee, Jaymie L Vandagriff, Patricia Pendry, Alexa M Carr, Nancy R Gee, Jaymie L Vandagriff

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.

Trial registration: ClinicalTrials.gov NCT03530943.

Keywords: academic skills; risk status; university-based animal-assisted intervention.

Conflict of interest statement

The authors declare no conflict of interest. NRG worked at WALTHAM at the time the project was selected for funding but did not participate in the external expert review or ranking of this project nor did NRG make the decision to fund the project.

Figures

Figure 1
Figure 1
Flow Diagram describing sample randomization, program participation and study completion. 1 Academic Stress Management (100% content; 0% HAI); 2 Human-Animal Interaction—Enhanced (50% content; 50% HAI); 3 Human-Animal Interaction only (0% content; 100% HAI). See 2.3 for more information.
Figure 2
Figure 2
Trajectory of WILL composite scores by treatment condition and risk status. ASM: Academic Stress Management; HAI-E: Human–Animal Interaction Enhanced; HAI-O: Human-Animal Interaction only; ITT: Intention-to-treat.
Figure 3
Figure 3
Trajectory of SELFREGULATION composite scores by treatment condition and risk status. ASM: Academic Stress Management; HAI-E: Human–Animal Interaction Enhanced; HAI-O: Human-Animal Interaction only; ITT: Intention-to-treat.
Figure 4
Figure 4
Trajectory of SKILL composite scores by treatment condition and risk status. ASM: Academic Stress Management; HAI-E: Human–Animal Interaction Enhanced; HAI-O: Human-Animal Interaction only; ITT: Intention-to-treat.

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Source: PubMed

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