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ScholarWorks > HHS > OT > OJOT > Vol. 14 > Iss. 4 (2026)

 

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Mica Rutschke, DHA, MSOT, CLVT; Dailen Castillo, OTD, MBA, OTR; Lauren Peyton, Ph.D

Abstract

Graduate students frequently experience heightened anxiety that can interfere with academic performance, well-being, and persistence in graduate programs. This pilot study explored the effectiveness of a targeted academic intervention for Occupational Therapy Doctorate (OTD) students using the Learning and Study Strategies Inventory (LASSI) as a pre/post assessment tool. Ten first-year OTD students completed the LASSI at program entry and again after participating in a faculty-led intervention focused on growth mindset and anxiety management strategies. The intervention included a lunch-hour educational session on evidence-based techniques, such as mindfulness, test-taking skills, cognitive reframing, and stress regulation. Faculty advisors also used individualized LASSI data to guide one-on-one academic coaching. Statistical analysis revealed a significant improvement in students’ Anxiety scores, with a large effect size (Cohen’s d = –0.93), suggesting that the intervention had a meaningful impact on students’ perceived ability to manage academic anxiety. Findings support the use of growth mindset principles and structured faculty engagement in improving mental health and academic readiness. While limited by sample size and lack of a control group, results provide preliminary evidence for integrating LASSI-informed advising and targeted interventions into OTD curricula to enhance student success.

Comments

The authors declare that they have no competing financial, professional, or personal interest that might have influenced the performance or presentation of the work described in this manuscript.

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