Can the Attention Training Technique Reduce Stress in Students? A Controlled Study of Stress Appraisals and Meta-Worry

被引:10
|
作者
Myhr, Peter [1 ]
Hursti, Timo [2 ]
Emanuelsson, Katarina [2 ]
Lofgren, Elina [2 ]
Hjemdal, Odin [3 ,4 ]
机构
[1] MCT Stockholm, Stockholm, Sweden
[2] Uppsala Univ, Dept Psychol, Uppsala, Sweden
[3] Norwegian Univ Sci & Technol, Dept Psychol, Trondheim, Norway
[4] Nidaros DPS, Div Psychiat, St Clays Hosp, Trondheim, Norway
来源
FRONTIERS IN PSYCHOLOGY | 2019年 / 10卷
关键词
attention training; stress; meta-worry; S-REF model; experimental study; ANXIETY; DISORDER;
D O I
10.3389/fpsyg.2019.01532
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
The present study tested the impact of attention training on cognition; secondary appraisal of perceived stress, and on metacognition; meta-worry in stressed students. Theoretically derived from the Self-Regulatory Executive Function model (S-REF model; Wells and Matthews, 1994a, 1996), the attention training technique (ATT; Wells, 1990) is intended to promote flexible, voluntary external attention and has been shown to reduce symptoms of psychological distress. The present experimental study explored the effects of ATT on cognitive and metacognitive levels of appraisal, namely perceived stress (primary outcome) and meta-worry (secondary outcome). Stressed students were randomized to an experimental ATT group (n = 23) or a control group (n = 23). The ATT group attended an initial training session followed by 4 weeks of individual (12 min) daily ATT practice. The control group waited for 4 weeks before receiving the intervention. The outcomes were scores on the Perceived Stress Scale 14 (PSS-14) and the Meta-Worry Questionnaire (MWQ) frequency and belief subscales at post study. Both measures decreased significantly following ATT with large pre- to post-effect sizes but there were minimal changes in the control group. The between-group differences were statistically significant. The results add to the literature on the potential effects of ATT by demonstrating effects on the content of cognitive stress appraisals and on meta-worry in an academic setting in a stressed student sample.
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页数:5
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