Evaluation of two study demands-resources-based interventions: a randomized controlled trial

Area of Science:

• Educational Psychology
• Student Well-being
• Intervention Science

Background:

• Higher education students face significant exhaustion due to study demands.
• Evidence-based support programs for student exhaustion are limited.
• The study demands-resources framework offers a theoretical basis for interventions.

Purpose of the Study:

• To evaluate two online interventions based on the study demands-resources framework.
• To test the effectiveness of interventions aimed at balancing study demands and resources.
• To investigate the impact on student resources, engagement, study crafting, and exhaustion.

Main Methods:

• A randomized controlled trial with a waitlist control group was conducted.
• Two online interventions were tested: one focusing on adapting demands, the other on increasing resources.
• Participants completed questionnaires pre-intervention, post-intervention, and at a 5-week follow-up.

Main Results:

• Both interventions positively impacted mindfulness, study crafting, self-undermining, and exhaustion.
• Intervention group 2 (increasing resources) demonstrated more favorable outcomes.
• Mediation effects through mindfulness were partially supported.

Conclusions:

• Interventions grounded in the study demands-resources framework hold significant potential for higher education.
• These interventions can effectively support student well-being by managing demands and enhancing resources.
• Online delivery offers a scalable approach to support student mental health in academic settings.