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AbstractBased on the Transactional Model of Stress and Coping, this study examined the effectiveness of a brief psychological intervention to reduce study-related stress and enhance well-being. Our three-hour intervention taught students psychological strategies to cope with stress specifically tailored to their study situation. Our sample (N = 56) was comprised of advanced law students who were within a 12-to-18-month period of exam preparation. We applied a randomized controlled trial which included an intervention and an active waitlist control group. Students gave self-reports immediately before and after the intervention, as well as at baseline, one, and two weeks later (post and follow-up). Repeated-measure analyses of variance revealed a significant stress reduction right after the intervention but no significant improvement in well-being. Post-measurement showed a reverse pattern in that the intervention significantly enhanced students’ well-being but did not reduce their stress. Intervention effects remained stable at follow-up. The waitlist control group also showed lower levels of stress and higher levels of well-being after receiving the intervention. Overall, the brief intervention showed short-term effectiveness, boosting study-related well-being in particular. These results expand previous findings demonstrating the effectiveness of brief interventions during study periods with chronic stress characteristics.

Prolonged study periods such as preparing for comprehensive exams pose a significant source of chronic stress for university students. According to the Conservation of Resources Theory, the replenishment of resources during leisure time is essential to a successful stress recovery process. This study examined the role of recovery experiences as a mediator of the relationship between physical activity as one specific recovery activity and both study-related stress and well-being. We applied a longitudinal design and approached students on three measurement occasions over seven months. The sample consisted of N = 56 advanced law students enrolled at one large German university who were all in their exam preparation to take their final exams. Students gave self-reports on their respective levels of physical activity (predictor), and recovery experiences (mediator), as well as on their study-related stress and well-being (outcomes). Results showed a negative trend in recovery-related variables and the outcomes as exam preparation progressed. There were mostly small correlations between physical activity and both stress and well-being at each measurement occasion. Recovery experiences partially mediated the relationship between physical activity and the outcomes on some measurement occasions. Our results suggest that the positive effects of recovery experiences related to physical activity become more sustained as exam preparation progresses and have a particularly positive impact on well-being. Future research can build on these findings by further examining recovery as an important means to help students better cope with long-lasting and stressful study periods.

The present study examined to what extent teachers’ judgments of students’ aptitude and students’ perceived teachers’ judgments explain gender differences in the early development of students’ math self-concepts. A sample of N = 519 elementary school students was investigated at four measurement occasions from the end of third until the end of fourth grade. We assessed students’ self-concepts and their perceived teachers’ judgments of their aptitude in math. Teachers (N = 27) judged students’ aptitude in math and provided students’ math grades. First, we found significant gender differences in students’ math self-concepts, teachers’ judgments, and students’ perceived teachers’ judgments, but not in students’ math grades. Second, structural equation models showed that teachers’ judgments of students’ aptitude as well as students’ perceived teachers’ judgments of students’ aptitude longitudinally predicted students’ self-concepts. Mediation analyzes demonstrated that teachers’ judgments and students’ perceived teachers’ judgments contributed to gender differences in students’ math self-concepts. Implications for future research and practice are discussed.

IntroductionDrawing on the Demand-Control Model, this study examined whether using an exam villa as a supportive learning environment provides a structural resource for law students during exam preparation. First, we hypothesized that villa students show higher decision latitude and satisfaction and less stress compared to non-villa students. Second, we expected villa use to predict stress and satisfaction over and beyond the demand-control dimensions. Third, decision latitude was tested to mediate of the relationship between villa use and both outcomes.MethodsOur cross-sectional study included N = 205 advanced law students that gave self-reports on their stress and satisfaction, villa use, their perceived demands and decision latitude along with some control variables. All students were within a period of long-lasting exam preparation stretching over 12 to 18 months whereas n = 41 students used the villa.ResultsUsing the exam villa was associated with both less subjective stress and more satisfaction. SEMs revealed villa use to predict stress but not satisfaction over and beyond the demand-control dimensions with 73% of overall explained variance in stress and 62% of variance in satisfaction. Decision latitude mediated the relationship between villa use and both outcomes.DiscussionThe findings support the potential of structural resources in reducing stress among students undergoing prolonged academic stress.