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An Empirical Test of a Cognitive Social Learning Model for Stress Moderation with Junior High School Students
Author(s) -
Price James H.,
Jurs Stephen G.,
Jurs Jan,
Rhonehouse Michael,
Isham Karen A.
Publication year - 1985
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/j.1746-1561.1985.tb04124.x
Subject(s) - moderation , psychology , test (biology) , cognition , empirical research , stress (linguistics) , developmental psychology , social cognitive theory , applied psychology , clinical psychology , social psychology , psychiatry , epistemology , linguistics , paleontology , philosophy , biology
A cognitive social learning model for stress moderation with junior high school students is described. Portions of the model were tested using 531 seventh and eighth grade students. Higher stress levels were found for younger students, white students, females, and those with more upsetting life events. The stress levels did not appear to be moderated by health locus of control, Type A personality, or knowledge about stress. Further research is needed to test additional components of the model.