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Article
Publication date: 14 August 2019

Diana Peña Gil, Mercedes García García and Celia Camilli Trujillo

Dog-assisted interventions (DAIs) are conducted by universities around the world as innovative methods that improve students’ quality of life. The purpose of this paper is to…

Abstract

Purpose

Dog-assisted interventions (DAIs) are conducted by universities around the world as innovative methods that improve students’ quality of life. The purpose of this paper is to assess the DAI program’s effect on the stress levels, well-being and social skills of first-year students from different degree programs at Complutense University of Madrid (UCM).

Design/methodology/approach

The study was conducted with 64 first-year students (M=19.20, SD=1.57). The intervention consisted of three weekly sessions of 1-h duration interacting with a therapy dog. The investigation followed a quasi-experimental pre-test/post-test design with measures of attitudes toward DAI, perceived stress, well-being and social skills.

Findings

The results indicated significant improvements in all studied variables.

Research limitations/implications

This study presents some limitations. In the design, the authors lack a control group. Another limitation is related to the sample, which was small. The authors also acknowledge that only one measure of each outcome variable was administered. Likewise, during the interventions, external observations should be added that generate qualitative records focused on student–dog interactions. In addition, physiological measures of stress, such as cortisol levels, should be included in the analysis to further support the obtained results. Nevertheless, as this was a pilot study, future investigations should aim to create a program using a larger sample of both participants as well as and dogs, with a linear/longitudinal design to measure both the mid- and long-term effects.

Practical implications

In addition, this pilot study was implemented to assist in the validation and adjustment of the DAI program for UCM students.

Social implications

By using a DAI program, college students have had the opportunity to reduce their stress and develop their social skills, as well as improve their quality of life as individuals and students. Although the implementation of Compludog was small, it was also promising as a pedagogical practice at UCM.

Originality/value

It was applied for the first time in a Spanish university and provided access to therapy dogs within this context.

Details

Journal of Applied Research in Higher Education, vol. 12 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 13 September 2021

Geraldina Silveyra, Lucía Rodríguez-Aceves, Humberto Charles-Leija and José Manuel Saiz-Álvarez

This study aims to propose a causal relationship between the level of students’ human flourishing (HF) and their entrepreneurial intention (EI) and the mediation role of…

Abstract

Purpose

This study aims to propose a causal relationship between the level of students’ human flourishing (HF) and their entrepreneurial intention (EI) and the mediation role of entrepreneurial self-efficacy (ESE).

Design/methodology/approach

The study uses a sample of 5,035 first-year university students who graduated from 950 different upper secondary schools in Mexico and abroad. Data were analysed using structural equation modelling.

Findings

The results reveal that HF increases EI and ESE; ESE positively impacts EI; and the student’s ESE partially mediates the HF-EI relationship.

Practical implications

These findings may improve educational strategies in upper secondary schools and higher education institutions’ management programmes to impact graduates’ HF and EI. To the knowledge, the authors are the first to measure how HF in upper secondary school graduates contributes to increasing their EI.

Social implications

Recommendations are made to increase Latin American students’ HF and EI.

Originality/value

The authors propose an inverse relationship between HF and EI, as HF can be enhanced in upper secondary education to boost EI later in students’ lives.

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