Short-term effectiveness of a brief psychological intervention on university students’ stress and well-being during prolonged exam preparation: results of a randomized controlled trial

Abstract

AbstractBased on the Transactional Model of Stress and Coping, this study examined the effectiveness of a brief psychological intervention to reduce study-related stress and enhance well-being. Our three-hour intervention taught students psychological strategies to cope with stress specifically tailored to their study situation. Our sample (N = 56) was comprised of advanced law students who were within a 12-to-18-month period of exam preparation. We applied a randomized controlled trial which included an intervention and an active waitlist control group. Students gave self-reports immediately before and after the intervention, as well as at baseline, one, and two weeks later (post and follow-up). Repeated-measure analyses of variance revealed a significant stress reduction right after the intervention but no significant improvement in well-being. Post-measurement showed a reverse pattern in that the intervention significantly enhanced students’ well-being but did not reduce their stress. Intervention effects remained stable at follow-up. The waitlist control group also showed lower levels of stress and higher levels of well-being after receiving the intervention. Overall, the brief intervention showed short-term effectiveness, boosting study-related well-being in particular. These results expand previous findings demonstrating the effectiveness of brief interventions during study periods with chronic stress characteristics.

Keywords

• Brief intervention
• academic stress
• well-being
• university students
• exam preparation
• Rachel Maunder, University of Northampton, Northampton, United Kingdom