Stress Management and Life Satisfaction in University Students

NCT07404748 | Active Not Recruiting

• 1 other identifier: Protocol No: 11/03
• Study Type: interventional
• Target: 60
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Stress Management; Coping Skills; Youth Mental Health

Keywords

Psychoeducation; Stress management; Coping skills; Young adults; Youth mental health

Outcome Measures

Primary Outcomes (1)

• 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.

  Baseline and 4 weeks

Secondary Outcomes (1)

• Perceived Stress Score (Perceived Stress Scale-14)

  Baseline and 4 weeks

Study Arms (4)

Control Group (No Stress Education, No Stress Task)

NO INTERVENTION

Participants in this group receive neither stress training nor stress tasks.

Stress Task Only (No Stress Education)

EXPERIMENTAL

Participants in this group receive stress-related tasks that do not involve stress training.

Behavioral: Stress Task

Stress Education Only (No Stress Task)

EXPERIMENTAL

Participants in this group receive stress training without any stressful tasks.

Behavioral: Stress Education

Stress Education + Stress Task

EXPERIMENTAL

Participants in this group receive both stress training and the task.

Behavioral: Stress Education; Behavioral: Stress Task

Interventions

Stress Education BEHAVIORAL

A structured stress training program designed to increase participants' awareness of stress and teach them basic stress management and coping strategies.

Stress Education + Stress Task; Stress Education Only (No Stress Task)

Stress Task BEHAVIORAL

A stress task-based intervention that includes structured activities designed to engage participants and encourage active participation.

Stress Education + Stress Task; Stress Task Only (No Stress Education)

Eligibility Criteria

• Age: 18 Years - 25 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• 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

You may not qualify if:

• 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

Sponsors & Collaborators

• Erzincan Binali Yildirim Universitesi: lead

Study Sites (1)

Erzincan Binali Yıldırım University

Erzincan, Merkez, 24100, Turkey (Türkiye)

Location

Study Officials

• FEYZA KARSLI

  Erzincan Binali Yıldırım University, Department of Psychology

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Masking Details: Not applicable. This is an open-label study with no masking.
• Purpose: PREVENTION
• Intervention Model: FACTORIAL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assistant Professor

Model Details: This study employs a 2×2 factorial randomized design. Participants are randomly assigned to four groups based on the presence or absence of the intervention component and the presence or absence of the stress task. This design allows for the examination of the main and interaction effects of the intervention components.

Study Record Dates

• First Submitted: December 19, 2025
• First Posted: February 11, 2026
• Study Start: February 16, 2026
• Primary Completion: March 31, 2026
• Study Completion: April 1, 2026
• Last Updated: April 8, 2026

Record last verified: 2026-04

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)