Improving stress mindset through education and imagery.

IF 4.6 Q2 MATERIALS SCIENCE, BIOMATERIALS

ACS Applied Bio Materials Pub Date : 2024-07-01 Epub Date: 2023-11-12 DOI:10.1080/10615806.2023.2279663

Sarah E Williams, Annie T Ginty

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引用次数: 0

Abstract

Background: Research suggests interventions such as education and imagery can elicit a greater stress-is-enhancing mindset. The present study examined the individual and combined effect of stress-is-enhancing education and/or imagery delivered virtually in altering stress mindset. Three 3-minute online video interventions: (1) education, (2) imagery, (3) education with imagery were compared to each other and a control comparison.

Design and methods: Participants (N = 164; 103 = female; M_age = 20.03, SD = 1.39 years) completed the Stress Mindset Measure (SMM) before being randomly assigned to a group to watch a three-minute video and completing the SMM again.

Results: The 2-time × 4-group ANOVA showed a significant time effect, F(1, 158) = 50.45, p < .001, η_p² = .242, no group effect, F(3, 158) = 0.89, p = .449, η_p² = .017, and a significant time × group interaction, F(3, 158) = 4.48, p = .005, η_p²= .078. All three experimental groups reported greater stress-is-enhancing mindset post-intervention compared to pre-intervention. At post-intervention the education with imagery group had a significantly more stress-is-enhancing mindset compared to the control group.

Conclusions: Results suggest that online stress mindset videos may be effective with a combined stress education and imagery intervention being most effective.

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通过教育和想象来改善压力心态。

背景:研究表明，教育和想象等干预措施可以引发更大的压力增强心态。本研究考察了提高压力的教育和/或在改变压力心态方面提供的虚拟图像的个人和综合效果。三个3分钟的在线视频干预:(1)教育，(2)图像，(3)图像教育相互比较和对照比较。设计与方法:参与者(N = 164;103 =女性;(年龄= 20.03,SD = 1.39岁)在被随机分配到一组观看三分钟视频并再次完成SMM之前，完成了压力心态测量(SMM)。结果:2时间× 4组方差分析显示时间效应显著，F(1,158) = 50.45, p η = p2。242，无组效应，F(3,158) = 0.89, p =。449， ηp2 =。017，且显著时间×组交互作用，F(3,158) = 4.48, p =。005， ηp2 = 0.078。与干预前相比，所有三个实验组在干预后都报告了更大的压力增强心态。在干预后，与对照组相比，意象教育组有明显更多的压力增强心态。结论:研究结果表明，在线压力心态视频可能有效，压力教育和图像干预相结合是最有效的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

ACS Applied Bio Materials Chemistry-Chemistry (all)

CiteScore

9.40

自引率

2.10%

发文量

464