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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Stanley B. Baker is Associate Professor of Education at the Division of Counseling and Educational Psychology, Pennsylvania State University. James N. Butler is Psychology Teacher, Tyrone Area High School, Tyrone, PA.
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Baker, S.B., Butler, J.N. Effects of preventive cognitive self-instruction training on adolescent attitudes, experiences, and state anxiety. J Primary Prevent 5, 17–26 (1984). https://doi.org/10.1007/BF01332030
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DOI: https://doi.org/10.1007/BF01332030