Lohner Max S, Aprea Carmela
Chair of Economic and Business Education - Instructional Systems Design and Evaluation, Business School, University of Mannheim, Mannheim, Germany.
Front Psychol. 2021 Oct 6;12:702683. doi: 10.3389/fpsyg.2021.702683. eCollection 2021.
Given the prevalence of mental health issues among university students, they must be regarded as a vulnerable population. Resilience interventions offer one potential means of strengthening students' capacity to overcome academic challenges and external threats. This is all the more urgent in light of the additional difficulties caused by the current COVID-19 pandemic, such as the demands of remote learning. The present study is a first step toward designing and evaluating an appropriate dynamic resilience intervention for students. The design of the intervention draws on insights from expressive writing and positive writing research and focuses on reflection on daily challenges. In this online intervention, 100 business school students (66% female, M = 23.74) at a German university were randomly assigned to two groups and completed two different versions of the for 5 days. The two versions focused, respectively on broadening attention to challenges and priming attention to mastered challenges. In a pre-post design, two resilience measures and one measure of life satisfaction were used to assess intervention outcomes. Additionally, a newly developed rating scale was used for daily monitoring of dynamic resilience. While both groups showed a significant increase in resilience as measured by the Brief Resilience Scale, that increase could not be attributed directly to the intervention, as there were no group differences, and the design did not include a control group. The other resilience and life satisfaction measures showed no significant change. This first implementation confirms the potential of the and indicates directions for the development of dynamic resilience interventions and measures in future studies. To further study the potential of such a positive psychology intervention, future research necessitates the inclusion of control groups.
鉴于心理健康问题在大学生中普遍存在，他们必须被视为弱势群体。复原力干预提供了一种潜在的手段，可以增强学生克服学业挑战和外部威胁的能力。鉴于当前新冠疫情带来的额外困难，如远程学习的要求，这一点就显得更加紧迫。本研究是朝着为学生设计和评估一种合适的动态复原力干预迈出的第一步。该干预措施的设计借鉴了表达性写作和积极写作研究的见解，重点是对日常挑战的反思。在这个在线干预中，德国一所大学的100名商学院学生（66%为女性，平均年龄23.74岁）被随机分为两组，连续5天完成两个不同版本的干预。这两个版本分别侧重于拓宽对挑战的关注和引导对已掌握挑战的关注。在前后测设计中，使用了两种复原力测量方法和一种生活满意度测量方法来评估干预效果。此外，还使用了一个新开发的量表来对动态复原力进行每日监测。虽然两组在通过简易复原力量表测量时复原力都有显著提高，但这种提高不能直接归因于干预，因为没有组间差异，而且该设计没有包括对照组。其他复原力和生活满意度测量结果没有显著变化。这首次实施证实了该干预措施的潜力，并为未来研究中动态复原力干预措施和测量方法的发展指明了方向。为了进一步研究这种积极心理学干预的潜力，未来的研究有必要纳入对照组。
