Implementation and Evaluation of a Stress Prevention Program With Teacher Students

On the basis of the transactional stress concept of Lazarus, a multimodal stress prevention program for students was developed. The aim of the study was the implementation and evaluation of the stress prevention program in a sample of 75 teacher students (intervention group: n = 33; control group: n = 42; posttest: n = 73; follow-up: n = 53 students). To analyze the program's effectiveness, a quasi-experimental pre- and post-follow-up design was applied. Besides average effects, conditional effects were also studied. The results showed positive short-and medium-term effects. The highest effect size was found for knowledge, whereas small tomedium effects were seen for coping strategies, mindfulness, and self-efficacy. No effects were found for emotional exhaustion and psychic and psychosomatic symptoms. Only a few conditional effects were found for pretest scores and gender. However, there was a relationship between students' cooperation and the outcomes.