Key points are not available for this paper at this time.
Objective: The current study had two purposes: (1) to examine the feasibility and acceptability of two manualized intervention programs to enhance resilience through the mechanism of self-regulation in undergraduate students enrolled in Introductory Psychology, and (2) to examine preliminary efficacy of those interventions. Methods: Eligible participants were 445 undergraduates aged 18–25 years at a mid-size Canadian university during spring 2020, quasi-randomized to one of two 4-week self-regulation interventions taught via labs, focused on either “top-down” or “bottom-up” aspects of self-regulation, respectively. Results: A total of N = 445 students provided data in the study, with 133 participants in interventions and 312 in the control group. Qualitative data indicated that the interventions were feasible and acceptable. Self-report measures of attention control, resilience, affect, and interoception, as well as exam scores, indicate dissociable effects for the two intervention conditions. Conclusions: As student mental health becomes an increasing concern, enhancing students’ well-being through primary prevention may prove to be a vital intervention focus.
Smart et al. (Sat,) studied this question.