Preliminary outcomes from a single-session, asynchronous, online stress and anxiety management workshop for college students

Abstract

Objectives Self-guided, asynchronous, online interventions may provide college students access to evidence-based care, while mitigating barriers like limited hours of service. Thus, we examined the preliminary effectiveness of a 45-minute, self-guided, asynchronous, online, dialectical behavior therapy (DBT)-informed stress and anxiety management workshop. College undergraduates (n = 131) were randomized to either workshop (n = 65) or waitlist control (n = 66) conditions. Methods Participants in the workshop condition completed baseline measures of depression, stress, and anxiety, before completing the workshop. Participants in the waitlist control condition only completed the baseline measures. All participants were reassessed at 1-week follow-up. Results Controlling for baseline measures, students in the workshop condition experienced significantly less stress and greater self-efficacy to regulate stress and anxiety at follow-up, compared to waitlist controls. Conclusion A 45-minute, self-guided, asynchronous, online DBT skills-informed stress and anxiety management workshop may reduce stress and improve self-efficacy to regulate stress and anxiety.

Understanding and Effectively Mitigating Code Review Anxiety

“…Higher scores indicate higher code review anxiety selfefficacy. The measure has been shown to have good internal consistency (Lee et al 2022). Similarly, the ASE had good internal consistency at both baseline (𝛼𝛼 = .80) and follow-up (𝛼𝛼 = .78) in our sample.…”

“…Single-session interventions have also been shown to be effective at scale, particularly when implemented as a single-session workshop-style intervention -a method that reduces barriers to access by allowing larger groups of participants to meet at once. Additionally, single-session workshop interventions for anxiety have been shown to have positive outcomes when delivered in-person, virtually, and asynchronously (Brown et al 2011;Cukrowicz and Joiner 2007;Danitz and Orsillo 2014;Eustis et al 2017;Lee et al 2022;Muhomba et al 2017;Panepinto et al 2015;Rizvi and Steffel 2014;Uliaszek et al 2016;Ward-Ciesielski et al 2016).…”

“…Anxiety Self Efficacy (ASE). The ASE (Lee et al 2022) is a two-item, self-report measure, assessing respondents' perceived ability to cope with and manage code review anxiety. Participants utilize a 1 (not at all) to 9 (very) Likert response scale.…”

“…Perceived Helpfulness Rating (PH). The PH (Lee et al 2022) is a single item rating assessing the perceived helpfulness of the workshop using a 1 (Not at all) to 5 (Extremely) Likert scale, that has been shown to have good face validity. We used this item as a manipulation check for effective workshop facilitation across conditions.…”

The New Developer: AI Skill Threat, Identity Change & Developer Thriving in the Transition to AI-Assisted Software Development

“…AI Behavioral Action -The AI Behavioral Action rating is adapted from the general behavioral action rating previously utilized by Lee, Bowman, and Wu (2022), and assesses the likelihood of respondents seeking ways to practice and apply new skills for using AI in software development. The general behavioral action rating item has been shown to have good face validity and predictive validity (Lee & Hayes-Skelton, 2020).…”