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A Single-Course Intervention Promotes Stress-Is-Enhancing Mindset: A Practice in the Chinese Classroom

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Title: A Single-Course Intervention Promotes Stress-Is-Enhancing Mindset: A Practice in the Chinese Classroom
Language: English
Authors: Xiaoyu Wang (ORCID 0000-0002-5892-3233), Ziqi Fu, Liang Zhang (ORCID 0000-0001-8888-9550)
Source: School Psychology. 2026 41(4):487-493.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 7
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 8
Descriptors: Foreign Countries, Adolescents, Middle School Students, Mental Health Programs, Stress Management, Stress Variables, Psychological Patterns, Intervention, Program Effectiveness, Grade 8, Self Concept Measures
Geographic Terms: China
DOI: 10.1037/spq0000738
ISSN: 2578-4218
2578-4226
Abstract: Adolescents today face unprecedented levels of stress. Recent research has shown that adopting a stress-is-enhancing mindset can protect adolescents from the adverse effects of stress, and more importantly, this mindset can be altered by interventions. However, limited studies have investigated effective methods for changing adolescents' stress mindset, particularly in China, where academic stress is exceptionally high. This study examined the effects of a single 40-min stress mindset intervention delivered in a classroom setting at a Chinese middle school. Data were collected and analyzed from 174 eighth-grade students (97 in the intervention group and 77 in the control group). The results from difference-in-differences model showed that students in the intervention group demonstrated a significantly stronger stress-is-enhancing mindset compared to those in the control group. Within the intervention group, students who exhibited a greater shift toward a stress-is-enhancing mindset showed a larger reduction in perceived stress. However, there was no significant overall reduction in perceived stress at the group level. These findings suggest that traditional classroom teaching can serve as a practical and accessible approach for cultivating a stress-is-enhancing mindset, and they underscore the need for further research to evaluate the effectiveness of the teacher-led stress mindset intervention.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507943
Database: ERIC
FullText Text:
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  Data: A Single-Course Intervention Promotes Stress-Is-Enhancing Mindset: A Practice in the Chinese Classroom
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Xiaoyu+Wang%22">Xiaoyu Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5892-3233">0000-0002-5892-3233</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ziqi+Fu%22">Ziqi Fu</searchLink><br /><searchLink fieldCode="AR" term="%22Liang+Zhang%22">Liang Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8888-9550">0000-0001-8888-9550</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology%22"><i>School Psychology</i></searchLink>. 2026 41(4):487-493.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 7
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
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  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health+Programs%22">Mental Health Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Management%22">Stress Management</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept+Measures%22">Self Concept Measures</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1037/spq0000738
– Name: ISSN
  Label: ISSN
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  Data: 2578-4218<br />2578-4226
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Adolescents today face unprecedented levels of stress. Recent research has shown that adopting a stress-is-enhancing mindset can protect adolescents from the adverse effects of stress, and more importantly, this mindset can be altered by interventions. However, limited studies have investigated effective methods for changing adolescents' stress mindset, particularly in China, where academic stress is exceptionally high. This study examined the effects of a single 40-min stress mindset intervention delivered in a classroom setting at a Chinese middle school. Data were collected and analyzed from 174 eighth-grade students (97 in the intervention group and 77 in the control group). The results from difference-in-differences model showed that students in the intervention group demonstrated a significantly stronger stress-is-enhancing mindset compared to those in the control group. Within the intervention group, students who exhibited a greater shift toward a stress-is-enhancing mindset showed a larger reduction in perceived stress. However, there was no significant overall reduction in perceived stress at the group level. These findings suggest that traditional classroom teaching can serve as a practical and accessible approach for cultivating a stress-is-enhancing mindset, and they underscore the need for further research to evaluate the effectiveness of the teacher-led stress mindset intervention.
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1507943
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1507943
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1037/spq0000738
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 487
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Mental Health Programs
        Type: general
      – SubjectFull: Stress Management
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      – SubjectFull: Stress Variables
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      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Self Concept Measures
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: A Single-Course Intervention Promotes Stress-Is-Enhancing Mindset: A Practice in the Chinese Classroom
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            NameFull: Xiaoyu Wang
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            NameFull: Ziqi Fu
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            NameFull: Liang Zhang
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              M: 07
              Type: published
              Y: 2026
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            – TitleFull: School Psychology
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