Effectiveness of resilience interventions for higher education students: A meta-analysis and metaregression.

Abstract

Our review explores the effectiveness of resilience interventions on improving resilience, reducing depressive symptoms, and overcoming stress symptoms among higher education students. We conducted a systematic search in 10 electronic English and Chinese language databases. Twenty-nine randomized, controlled trials (RCTs) met the inclusion criteria and were included in this review. Effect sizes from 25 RCTs were calculated for meta-analysis and metaregression. The results of a random effects model reveal that resilience interventions are effective in improving resilience with small effect size (g = .32, 95% CI [.15, .49]), reducing depressive symptoms with small effect size (g = .25, 95% CI [.06, 44]), and overcoming stress (g = .22, 95% CI [.08, .32]). Subgroup analyses conclude that effect sizes of resilience interventions comprising skills that enhance social competency are statistically significantly larger than those of interventions without. In addition, the effect sizes are larger when resilience interventions used synchronous communication and delivered through a mixture of didactic and dialectic approaches. Metaregression reveals that trials rated with low scores in the Medical Education Research Study Quality Instrument considerably influence scores in resilience. Our meta-analysis supports the use of resilience interventions as a universal prevention strategy among higher education students. This review ends with implications for practice and directions for further research on developing resilience interventions. Educational Impact and Implications StatementThe results of this meta-analysis concluded that resilience interventions can potentially build resilience and reduce depressive and stress symptoms among higher education students. Interventions were more effective when they focused on building students' social competency, used synchronous communication, and delivered through a mixture of didactic and dialectic approaches.

The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)

“…Accordingly, the present study hypothesizes a significant difference between the CG and EGs in the number of academic emotions related to learning. These findings are consistent with the results of prior studies (Alonso & Panadero, 2010;Ang et al, 2022;Cook & Artino Jr, 2016;Hood et al, 2021;Hunnikin et al, 2022;Mainhard et al, 2018;Mohsenpour et al, 2006;Sabale et al, 2022) and inconsistent with the results of the study (Tuvesson & Borglin, 2014). One of the reasons for explaining these findings is that using appropriate CF during FA improves learner performance and increases students' confidence in achieving their goals in academic careers.…”

“…Anxiety in the second language classroom is a significant concern for ELT scholars (Alsudais et al, 2022;Ang et al, 2022;Hood et al, 2021). According to Martin et al (2022), speaking anxiety relates to the learner's nervousness when creating the spoken language in front of an audience.…”

Digital training for building resilience: Systematic review, meta‐analysis, and meta‐regression

“…This meta-analysis found that stress did not improve following digital resilience training. This finding was echoed by Leppin et al (2014) but contradicted by another review (Ang et al, 2022). This was an unexpected finding given that there is a linear relationship between resilience and stress (Smith et al, 2018).…”

“…resilience training that provides the convenience of remote resilience training (Ang et al, 2022;Angelopoulou & Panagopoulou, 2021;Dray et al, 2017;Joyce et al, 2018). Several reasons are proposed for this review's findings.…”

Effectiveness of resilience-promoting interventions in adolescents with diabetes mellitus: a systematic review and meta-analysis

“…The results from observational studies also showed that better psychological resilience could improve blood glycemic control by promoting self-management behaviors in adolescents with T1DM or T2DM [ 21 , 22 ]. Reviews have identified that an individual’s resilience is malleable, with resilience improving following resilience-promoting training [ 23 , 24 ]. Resilience-promoting intervention has been primarily developed as therapeutic for individuals with clinical symptoms or preventive for healthy or at-risk populations [ 25 ].…”