What is it about?
This study tested two online interventions designed to improve university students' ability to manage study-related stress. Grounded in the Study Demands-Resources (SD-R) model, the interventions focused on either enhancing personal resources (e.g., self-efficacy, time management) or reducing demands (e.g., procrastination, test anxiety). The randomized controlled trial assessed psychological outcomes like engagement, exhaustion, and dropout intentions.
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Why is it important?
University students face increasing academic pressures, yet few seek help. This research shows that brief, scalable interventions—delivered online—can promote student well-being. The study also highlights how tailored strategies (resource- vs. demand-focused) may yield different benefits, depending on students' needs.
Perspectives
Supporting mental health in higher education is a pressing concern. This study reflects my broader commitment to evidence-based, accessible approaches that empower students to manage their academic lives. The SD-R model offers a practical lens to understand and address the stressors students face—and to develop interventions that truly help.
Prof. Dr. Thomas Rigotti
Leibniz Institute for Resilience Research (LIR) and Johannes Gutenberg University Mainz
Read the Original
This page is a summary of: Evaluation of two study demands-resources-based interventions: a randomized controlled trial, Frontiers in Psychology, June 2024, Frontiers,
DOI: 10.3389/fpsyg.2024.1368267.
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