Published Online in: 熊猫视频Open May 12, 2021
Patricia Pendry, Washington State University Alexa Carr, Washington State University Jaymie L. Vandagriff, Washington State University Nancy Gee, Virginia Commonwealth University
Implementation of university-based animal-assisted stress-prevention programs is increasing despite limited knowledge about impacts on students’ academic success. This randomized trial (N = 309) examined the effects of a 4-week stress-prevention program with varying levels of Human-Animal Interaction (HAI) and evidence-based content presentations on students’ executive functioning (EF). Effects were examined while considering the moderating role of students’ risk status (N = 121), based on history of academic failure, suicidal ideation, mental health and learning issues. Intent-to-treat analyses showed that at-risk students showed highest levels of EF (B= 4.74, p=.018) and metacognition (B=4.88, p=.013) at posttest in the condition featuring 100% HAI, effects which remained 6 weeks later (B Global EF =4.48, p=.028; B Metacognition =5.31, p=.009). Since evidenced-based content presentations did not confer benefits for at-risk students’ EF, even when offered in combination with HAI, universities should consider providing at-risk students with targeted programs emphasizing exposure to HAI.
Read the .
Read the press release: "Interacting with Therapy Dogs Can Improve Struggling College Students’ “Thinking” Skills."
Study citation: Pendry, P., Carr, A., Vandagriff, J. L., & Gee, N. (2021). (2021). Incorporating human animal interaction into academic stress management programs: effects on typical and at-risk college students’ executive function. 熊猫视频Open. Published May 12, 2021.
The Korea Herald, February 6, 2024
Inferse, November 2, 2023
Earth.com, September 25, 2023
Huffington Post Spain, June 22, 2023 (Reprinted in )
Inlander, November 17, 2022
La Prensa, July 15, 2021
Tech & Learning, June 24, 2021
UPI, May 20, 2021
U.S. News & World Report, May 19, 2021
University Business, May 17, 2021
Smithsonian Magazine, May 14, 2021
Forbes, May 13, 2021
Inside Higher Ed, May 13, 2021
The Times, May 12, 2021