[Acceptance and use of digital interventions for distress prevention among students]

Educational distress perceived by students represents a high risk for the development of mental illness. Consistent use of digital antistress apps can effectively address and therefore compensate for care deficits in the prevention of stress-induced mental illnesses. In addition, consequent use can reduce barriers to the use of existing offers. Against this background, the acceptance and conditions regarding use of digital antistress apps by students at Bielefeld University were examined. Based on the acceptance and the conditions of use, requirements for better implementation of digital interventions are identified.

Semi-structured interviews and quantitative surveys were used to conduct the study among the same 15 students (n = 14 women and 1 man, aged 22-31 years) at Bielefeld University. Mayring's structured content analysis was used to evaluate the interviews, using deductive and inductive categories to analyze the transcripts. The unified theory of acceptance and use of technology 2 (UTAUT 2) was used to structure and analyze the results.

Using the UTAUT 2, crucial conditions regarding acceptance, use, and attitude were identified. The attitudinal acceptance of students towards antistress apps is largely positive, though this is not associated with usage behavior. Furthermore, our research reveals a strong dependence on individual needs, which is dependent on the individual daily situations and aspects in which stress is experienced.

Conditions on the existing elements and interventions in an app for stress reduction must be considered in software development so that its use is subjectively perceived as effective. The development of needs-oriented offers and introduction into the lifeworld of the users as well as accompanying measures for target group-specific sensitization can further increase the acceptance, positively influence use and work against stress.