| Title |
Fitting Anxious Emotion-Focused Intervention into the Ecology of Schools: Results from a Test Anxiety Program Evaluation
|
|---|---|
| Published in |
Prevention Science, May 2014
|
| DOI | 10.1007/s11121-014-0491-1 |
| Pubmed ID | |
| Authors |
Carl F. Weems, Brandon G. Scott, Rebecca A. Graham, Donice M. Banks, Justin D. Russell, Leslie K. Taylor, Melinda F. Cannon, R. Enrique Varela, Michael A. Scheeringa, Andre M. Perry, Reshelle C. Marino |
| Abstract |
Emotion-focused prevention and intervention efforts in schools have been promoted as a significant developmental and public health priority. This paper reports the results of a longitudinal study testing central premises of a school-based prevention model aimed at promoting positive emotional development through targeting test anxiety. Test anxiety interventions may be a practical strategy for conducting emotion-focused prevention and intervention efforts because of a natural fit within the ecology of the school setting. At-risk youth (n = 1,048) from urban public schools were screened and 325 with elevated test anxiety were offered the intervention in one of two waves (immediate intervention vs. waitlist). The intervention was associated with decreases in test anxiety, anxiety disorder, and depression symptoms. Critically, results suggest high participant satisfaction and growth curve analysis of follow-up assessments (end of the year, the next school year, and a subsequent school year) demonstrated positive developmental trajectories consistent with predictions (e.g., initial change in test anxiety predicted change in other symptoms). Findings provide evidence for the ecological validity of targeting test anxiety in school-based, emotion-focused prevention efforts. |
Mendeley readers
The data shown below were compiled from readership statistics for 109 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 109 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 20 | 18% |
| Student > Ph. D. Student | 16 | 15% |
| Researcher | 12 | 11% |
| Student > Doctoral Student | 12 | 11% |
| Student > Bachelor | 10 | 9% |
| Other | 12 | 11% |
| Unknown | 27 | 25% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 45 | 41% |
| Social Sciences | 14 | 13% |
| Nursing and Health Professions | 8 | 7% |
| Medicine and Dentistry | 4 | 4% |
| Arts and Humanities | 3 | 3% |
| Other | 8 | 7% |
| Unknown | 27 | 25% |
Attention Score in Context
This research output has an Altmetric Attention Score of 337. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 21 October 2022.
All research outputs
#93,575
of 24,654,957 outputs
Outputs from Prevention Science
#8
of 1,110 outputs
Outputs of similar age
#719
of 232,281 outputs
Outputs of similar age from Prevention Science
#2
of 15 outputs
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So far Altmetric has tracked 1,110 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 11.7. This one has done particularly well, scoring higher than 99% of its peers.
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We're also able to compare this research output to 15 others from the same source and published within six weeks on either side of this one. This one has done particularly well, scoring higher than 93% of its contemporaries.