This study examined the impact of Stress Inoculation Training (SIT) program on the state-trait anxiety of 57 high-stress senior college students in one of the colleges in Mindanao. Using purposive sampling and quasiexperimental design with three treatment conditions 1) no training, 2) abbreviated Stress Inoculation Training, 3) standard Stress Inoculation Training, and measured at three points in time: pre-intervention phase, post-intervention phase, and delayed post-intervention phase, multivariate analysis of covariance (MANCOVA) results showed that there was a significant difference between groups on dependent variables post-intervention state anxiety scores (postSAS) and delayed post-intervention state anxiety scores (delSAS) Wilk's λ .84, F (4,104) = 2.45, p = .05. Univariate analysis of covariance (ANCOVA) revealed a significant difference in the post-intervention state anxiety scores F (2, 53) = 4.78, p = .01 with adjusted means significantly lower for the abbreviated Stress Inoculation Training group compared with the no training and standard Stress Inoculation Training groups. Multivariate analysis of covariance results further showed no significant difference between groups on the post-intervention trait anxiety scores (postTAS) and delayed post-intervention trait anxiety scores (delTAS) Wilk's λ = .88, F(4,104) = 1.79, p = .14. Overall, results indicated that abbreviated Stress Inoculation Training effectively reduced state anxiety than standard Stress Inoculation Training. However, its effects failed to show stability over time. On the other hand, neither abbreviated Stress Inoculation Training nor standard Stress Inoculation Training effectively reduced trait anxiety. These findings support the efficacy of abbreviated Stress Inoculation Training over standard Stress Inoculation Training in reducing high-stress senior college students' state anxiety.
This study explored the academic aptitudes (AA) and occupational interest aptitudes (OIA) as predictors of first-year-to-third-year academic persistence (AP) of the 2,836 first-year college students enrolled in schoolyear 2008-2009 in one of the universities in Davao City. Using purposive sampling and predictivecorrelational design, the discriminant function analysis result showed academic aptitudes, both verbal (AAv) and non-verbal (AAnv), significantly predicted academic persistence (Wilks'λ =.952, X2 = 140.47; p<.05 =.001). Discriminant function accurately classified 63.8% of the group membership and explained 4.84% of the variance. A separate discriminant function analysis on occupational interest aptitudes revealed businessdetail, physical-performing, scientific, mechanical, and nature subscales significantly predicted academic persistence (Wilks'λ = .973; X2 = 77.624; p < .05 = .001) with 60.5% accuracy rate in identifying group membership and explained 2.72% of the variance. Furthermore, in a combined analysis of academic aptitudes and occupational interest aptitudes, verbal, non-verbal, business-detail, physical-performing, scientific, mechanical, and natural subscales significantly predicted academic persistence (Wilks'λ = .939; X2 = 177.44; p < .05 = 001). Discriminant function accurately classified 65.6% and accounted for 6.10% of the predicted group membership, persistent and non-persistent. On the other hand, three themes emerged from the focus group discussions to have contributed to the participants' academic persistence: a) competence and motivation, b) attitude and effort c) support and involvement. This study has implications in guidance counseling and school attrition intervention programs in higher education.
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