The purpose of this studywas to evaluate a three-session coping intervention based on
SCT3,4 to build PSS among sixth graders. It was hypothesized that extensive use of theoretical
constructs to guide the design of classroom instruction would build students’PSS
and their interest in using these skills. Specifically, situational perception of stressors,
expectations associated with PSS, self-efficacy for PSS, self-efficacy in overcoming barriers
while applying PSS, and self-control in applying PSS were assessed to determine
changes produced by the intervention. In addition, PSSwas tested to determine the degree
of skill acquisition, and students were asked to report their actual uses of PSS in dealing
with real-life problems outside of classroom assignments.
This research is important because it can lend empirical support to the efficiency of
theory-driven approaches in changing PSS through brief school-based interventions