4 - (IOP 38) Maximizing Knowledge Mobilization: What Works Best? Comparing Self-directed and Non-self-directed Digital Stress Management Resources

The university years are often characterized by high levels of stress, given the increased academic demands, financial pressures, and the transition to greater independence, all of which can impact students' well-being. To support student wellness, higher education institutions are increasingly adopting innovative approaches, such as online modalities, addressing barriers to traditional wellness services such as stigma related to help-seeking, students’ preference for self-management, and long wait times for accessing mental health services. In recent years, online approaches are frequently used to support student mental health (complementary to therapeutic services) with both self-directed (e.g., videos, infographics) and non-self-directed (e.g., online workshops) options offered. However, although there has been a shift toward using newer digital modalities, limited evidence exists on their relative efficacy and acceptability.
Thus, the current study sought to evaluate and compare the effectiveness and acceptability of self-directed and non-self-directed modalities of digital stress management resources against an inactive control group. A total of 258 university students (83.3% women; Mage = 21.12) participated in the study and were assigned to either a: (1) non-self-directed group; (2) self-directed group; or (3) inactive control group. Students in the resource groups were asked to engage with a stress management resource with equivalent content across psychoeducation and skills-based strategies but were presented using either a self-directed or non-self-directed modality. Stress management strategies touched on 4 main areas which included (a) mindfulness, being in the moment; (b) enhancing positive emotions through mindfulness and gratitude; (c) self-compassion; and (d) social support and networking. All participants were asked to complete baseline, 2-week post, and 6-week follow-up online measures assessing stress, healthy and unhealthy coping capacity, mindfulness, coping self-efficacy, well-being, and acceptability of the resource.
Interestingly, results revealed that the self-directed group reported higher healthy coping capacity, coping self-efficacy, and well-being compared to the control group at the 6-week follow-up, as well as higher healthy coping capacity than the non-self-directed group at the 2-week post. Additionally, no significant differences in acceptability were found across groups, with both intervention groups reporting moderate to high levels of acceptability, regardless of the modality used. Findings contribute to the emerging literature on self-directed resource effectiveness, demonstrating promise for effectively supporting students’ healthy coping capacity, coping self-efficacy, and well-being. Overall, self-directed resources offer significant benefits and comprise a promising support option for university students who are time-constrained or face stigma.