In Study 1 the treatment group reported a significant decrease in stress while the control group reported no change¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i1 small
Currency · newest study 2013 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i1 Treatment students' self-reported stress decreased significantly from pretest to posttest (d = -0.28); the stress-by-group interaction approached significance. → Burrus et al. 2013

Evidence¶

Burrus et al. 2013¶

Jeremy Burrus, Teresa Jackson, Steven Holtzman, and Richard D. Roberts, Terri Mandigo. (2013). Examining the Efficacy of a Time Management Intervention for High School Students. ETS Research Report Series, ETS RR-13-25. https://search.ets.org/researcher/

q2 · i1 · causal · r2

Study 1 secondary outcome (DASS stress scale) in a quasiexperiment with 143 ninth-graders; the interaction was F(1, 109) = 2.36, p = .13, described as approaching significance, with the printed effect "d = -0.28" for the treatment change.

"for stress, whereas the treatment group reported a significant decrease in self-reported stress (Mpre = 12.35; Mpost = 11.25) t(56) = -2.30, p = .03, d = -0.28, the control group reported no change"

Discussion¶

Learner Variables¶

Affect Regulation — outcome: instruction changes it

In Study 1 the treatment group's self-assessed meeting-deadlines skill decreased while the control group's increased, suggesting calibration of overconfidence — related

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