An empirical test of a cognitive social learning model for stress moderation with junior high school students

A cognitive social learning model for stress moderation with junior high school students is described. Portions of the model were tested using 531 seventh and eighth grade students. Higher stress levels were found for younger students, white students, females, and those with more upsetting life events. The stress levels did not appear to be moderated by health locus of control. Type A personality, or knowledge about stress. Further research is needed to test additional components of the model.