Stress Management and Life Satisfaction in University Students

N/AActive Not RecruitingNCT07404748

Erzincan Binali Yildirim Universitesi60 enrolled

Overview

This study aims to examine the effects of a structured psychoeducational program on the psychological well-being of university students. Participants will be randomly assigned to either a psychoeducational group or a control group. The psychoeducational program includes sessions designed to improve stress coping skills. Data will be collected using self-report questionnaires administered after the intervention. The study does not involve any drugs or medical devices and is considered to be of minimal risk. The findings are expected to contribute to the development of effective psychosocial interventions for young adults.

This study is designed to evaluate the relationship between coping with stress, perceived stress, and life satisfaction within a causal framework using an experimental mediating model. The study examines the effect of structured stress coping training on participants' perceived stress and life satisfaction. Psychoeducation is widely used in mental health settings to improve individuals' understanding of emotions, stress, and coping strategies. However, evidence regarding its effectiveness in specific populations is limited. Participants will be randomly assigned to either an intervention group receiving a psychoeducation program and performing a stress task, or a control group receiving no intervention and performing a stress task, for the duration of the study. The psychoeducation program will be delivered in a group format and will focus on topics such as emotional awareness, stress management, adaptive coping skills, and problem-solving. Data will be collected using self-report measures following completion of the intervention. The study does not involve any pharmacological treatment or medical devices and is considered to be of minimal risk. The results of this study are expected to shed light on future psychosocial intervention programs.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

PREVENTION

Masking

NONE

Eligibility

Sex: ALLMin age: 18 YearsMax age: 25 YearsHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: * Being a university student * Willingness to participate voluntarily in the study * Attendance at all sessions throughout the education program * No prior participation in a similar stress management or stress coping education program Exclusion Criteria: * Not being a university student * Not providing voluntary consent to participate in the study * Irregular attendance or non-completion of the education sessions * Previous participation in a similar stress management or stress coping education program

Outcomes

Primary Outcomes

Life Satisfaction Score (Satisfaction With Life Scale)

Life satisfaction was assessed using the Satisfaction With Life Scale (SWLS) developed by Diener et al. (1985), a validated self-report measure. The scale consists of 5 items rated on a 7-point Likert scale, yielding total scores ranging from 5 to 35. Higher scores indicate greater life satisfaction.

Time frame: Baseline and 4 weeks

Secondary Outcomes

Perceived Stress Score (Perceived Stress Scale-14)

Perceived stress was assessed using the Perceived Stress Scale-14 (PSS-14) developed by Cohen, Kamarck, and Mermelstein (1983), a validated self-report questionnaire designed to measure the degree to which situations in one's life are appraised as stressful. The scale consists of 14 items rated on a 5-point Likert scale ranging from 0 (never) to 4 (very often). Total scores range from 0 to 56, with higher scores indicating greater perceived stress. Seven positively stated items are reverse scored.