An Animal-Assisted Intervention’s Influence on Graduate Students’ Stress and Anxiety Prior to an Examination

Abstract

Introduction: Roughly 10% - 30% of the United States’ population is known to suffer from some form of anxiety. The majority of those who struggle with anxiety have their first experience before 21.5 years of age, which falls within the age range of many college students. Since stress and anxiety can lead to difficulty with concentrating and memory, they can have significant effects on a student’s academic performance and success. One method of reducing stress and anxiety prior to high-stakes examinations is animal-assisted interventions (AAI). Methods: 39 graduate level students (12 males, 27 females) consented to participate in this study. Physiological stress levels were measured by gathering heart rate and blood pressure, and anxiety was measured using the State-Trait Anxiety Inventory (STAI). Baseline measurements were taken at times during the semester when students did not have exams in the near future. Measurements were repeated immediately before a practical examination following either an interaction with a registered therapy dog (experimental) or quiet time studying (control group). Results: A significant difference was observed on exam day between the control group and the experimental group on state anxiety (P = 0.008). No significant effects of the therapy dog were observed for heart rate, systolic blood pressure, or diastolic blood pressure (P > 0.05). Discussion and Conclusion: The results of this study indicate that interactions with a registered therapy dog may assist in reducing the anxiety of graduate students prior to a practical examination.