Investigation of the Effectiveness of an EMDR-Focused Intervention Program Aimed at Enhancing Self-Regulated Learning on Self-Regulation and Trauma Symptoms among University Students with Academic-Related Traumatic Experiences

Background: Investigation of the effectiveness of EMDR-Focused Intervention Program to Enhance Self-Regulated Learning (EMDR-SRL) on self-regulated learning, post-traumatic stress symptoms and depression levels for university students with school-related traumatic experiences. Method: In this paper, university students with school-related trauma were assigned to control (N=7) and experimental (N=7) groups randomly. Experimental Group received 12 weeks EMDR-SRL which developed for this study. Self-Regulated Learning Scale (SRLS) used to measure self-regulated study, Impact of Event Scale-Revised (IES-R), Beck Depression Inventory used for depression symptoms for pre- and post-tests. Results: Significant within-group reductions were observed in the experimental arm on the IES-R Re-experiencing (Z = −2.371, p = 0.018), Hyperarousal (Z = −2.201, p = 0.028), and Total scores (Z = −2.371, p = 0.018), while the control arm showed no statistically significant pre–post change on these outcomes. Similarly, statistically significant changes in the SRLS subscales were present in the experimental arm (p<0.05). Depressive symptoms (BDI) in the experimental arm also declined, whereas changes in the control arm were negligible. Conclusions: The newly developed EMDR-SRL for the experimental group resulted in improved self-regulated learning, reduced traumatic experience symptoms, and decreased depressive symptoms. When post-test results of the control and experimental groups were compared, there was change in the self-regulated learning scale. It is believed that replication of the study with a larger sample size would be beneficial.