(PS8-64) Do They Actually Use It? Measuring Student Use of Stress Management Strategies

Abstract Text: University students are reporting high levels of stress that negatively impact their academic performance and can have long-term effects on their mental and physical health. Given the increased need for mental health support, university mental health services are overwhelmed with demand and are struggling to meet student needs. In response, higher education institutions have increasingly implemented digital, self-guided stress management resources to provide students with accessible mental health support. These resources have the potential to enhance student well-being, particularly for those who may not seek traditional therapeutic services due to stigma, personal preference for self-management, or limited access to professional care (i.e., to complement therapeutic care rather than replace it). While these resources show promise for improving student wellness, there is a significant gap in understanding how students utilize and engage with the strategies taught.
Thus, this presentation will discuss findings from a systematic review aimed at examining the extent to which adherence (i.e., strategy use) is measured in the context of digital self-guided stress management resources for university students, as well as potential associations with stress and other wellness outcomes. Results revealed that among the 40 studies included, 33 measured adherence (82.5%), but their measurement approaches varied widely. Specifically, nine studies measured frequency (27.2%), eight measured completion rates (24.2%), two measured duration (6.1%), 12 used a combination of these approaches (36.4%), and two did not specify which approach was used (6.1%). Adherence was assessed with 15 studies using digital analytics (45.5%), 12 using self-report measures (36.4%), and six using both (18.2%), yet both methods presented challenges, including technological limitations and concerns about accuracy. Surprisingly, despite the majority of studies collecting data on adherence, only seven (17.5%) studies examined the relationship between adherence and stress, while only eight (20.0%) examined the relationship between adherence and other wellness outcomes, and across studies, findings were mixed. Findings suggest that while most studies are measuring adherence, inconsistencies in measurement approaches and concerns about accuracy present significant limitations. Moreover, the relationship between adherence and wellness outcomes was scarcely examined, and findings were contradictory, possibly due to inconsistencies in adherence measurement. In summary, findings highlight the need to further examine the association between adherence and wellness outcomes to better understand the optimal dose of strategy use impacting wellness outcomes. This is particularly important in the higher education context, where understanding the optimal dose of strategy use can be beneficial when working with limited resources and supporting students' busy schedules while ensuring that students receive the appropriate level of support.