The Effect of Stress Management Intervention on Interoception, Perceived Stress, and Resilience in University Students: A Randomized Controlled Trial

AYDEMİR F. R., ÖZATA M. N., ALTUNTAŞ O.

PSYCHOLOGY IN THE SCHOOLS, 2025 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1002/pits.23601
  • Dergi Adı: PSYCHOLOGY IN THE SCHOOLS
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, PASCAL, Applied Science & Technology Source, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo
  • Hacettepe Üniversitesi Adresli: Evet

Özet

This study aimed to investigate the effects of a stress management intervention on interoception, perceived stress, and psychological resilience in university students. Fifty-two students were randomly assigned to an intervention group (n = 28) or a control group (n = 24). The intervention group participated in a 12-week stress management program, attending weekly 3-h sessions. Participants completed the Interoceptive Sensory Questionnaire (ISQ), Perceived Stress Scale (PSS), and Brief Resilience Scale (BRS) at baseline and final. Data were analyzed to compare changes within and between groups. The intervention group showed significant improvements in ISQ (z = -2.093; p = 0.036) and BRS (z = -2.796; p = 0.006) scores. In contrast, no significant changes were observed in the control group. Comparisons between baseline and final assessments revealed significant between-group differences in ISQ (z = -2.480, p = 0.013), PSS (z = -2.192, p = 0.038), and BRS (z = 2.192, p = 0.044) scores between the intervention and control groups. The findings suggest that the stress management intervention enhanced interoceptive awareness, reduced perceived stress, and increased psychological resilience among university students. These improvements are essential for supporting decision-making, fostering a sense of belonging, and promoting academic success and overall well-being. The results underscore the value of incorporating stress management programs into educational settings to address students' mental health challenges.Trial Registration: identifier: NCT06101953