STAC intervention students showed a trend toward decreased anxiety relative to wait-list control students (p = .06)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The Time x Group interaction for anxiety approached significance, with intervention students decreasing and control students increasing in anxiety from baseline to 30-day follow-up. → Midgett 2016

Evidence¶

Midgett 2016¶

Midgett, A., Doumas, D., Trull, R., & Johnston, A. (2016). A Randomized Controlled Study Evaluating a Brief, Bystander Bullying Intervention with Junior High School Students. Boise State University. https://eric.ed.gov/?id=EJ1146195

q3 · i? · causal · r2

GLM repeated measures ANOVA using the BASC-3 SRP-A Anxiety scale (sample α = .91) in the randomized controlled study. As seen in Table 1, "students in the intervention group reported a decrease in anxiety, whereas students in the control group reported an increase in anxiety."

"results of the GLM repeated measures ANOVA indicated a trend toward significance for the interaction effect Time x Group for anxiety, Wilks' Lambda = .39, F(1, 51) = 3.62, p = .06, η 2 p = .07. Examination of the η 2 p indicates the effect size approached the medium range."

Discussion¶

Learner Variables¶

• Academic Anxiety — outcome: instruction changes it

Related Claims¶

• STAC-trained junior high students reported a significantly greater ability to identify bullying at 30-day follow-up than wait-list control students — related
• Junior high students in both the STAC intervention and wait-list control groups increased knowledge and confidence to intervene in bullying, with no significant group difference, suggesting carry-over effects — related
• No significant difference between STAC intervention and control groups in depression from baseline to 30-day follow-up — related
• No significant differences between STAC intervention and control groups in frequency of using the STAC strategies at 30-day follow-up — related
• Teacher enjoyment and anxiety show no significant condition differences — related
• Students with disabilities in SS-SSTP schools report greater willingness to intervene in bullying situations than control students after 2 years — related
• In Study 1 the control group showed a marginally significant increase in anxiety while the treatment group did not change — related