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Using the Stress and Adversity Inventory as a Teaching Tool Leads to Significant Learning Gains in Two Courses on Stress and Health
Author(s) -
Slavich George M.,
Toussaint Loren
Publication year - 2014
Publication title -
stress and health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.009
H-Index - 61
eISSN - 1532-2998
pISSN - 1532-3005
DOI - 10.1002/smi.2523
Subject(s) - experiential learning , stress (linguistics) , psychology , test (biology) , mathematics education , paleontology , linguistics , philosophy , biology
Abstract The ability to measure cumulative stress exposure is important for research and teaching in stress and health, but until recently, no structured system has existed for assessing exposure to stress over the lifespan. Here, we report the results of two experimental studies that examined the pedagogical efficacy of using an automated system for assessing life stress, called the Stress and Adversity Inventory (STRAIN), for teaching courses on stress and health. In Study 1, a randomized, wait‐list controlled experiment was conducted with 20 college students to test whether the STRAIN, coupled with a related lecture and discussion, promoted learning about stress and health. Results showed that this experiential lesson led to significant learning gains. To disentangle the effects of completing the STRAIN from participating in the lecture and discussion, we subsequently conducted Study 2 on 144 students using a 2 (STRAIN versus control activity) by 2 (STRAIN‐specific lecture versus general stress lecture) repeated‐measures design. Although the STRAIN‐specific lecture was sufficient for promoting learning, completing the STRAIN also generated significant learning gains when paired with only the general stress lecture. Together, these studies suggest that the STRAIN is an effective tool for promoting experiential learning and teaching students about stress and health. Copyright © 2013 John Wiley & Sons, Ltd.