Abstract
Objective: To examine the effects of the universal level of a multilevel prevention program on knowledge development in first year college students. Participants: 1,422 college students from 71 class-groups and 25 teachers from four colleges. Methods: Measures of mental health knowledge and college transition were completed as the first and last activities of the intervention, as 172 Diane Marcotte et al. well as two weeks after its implementation. Students also completed screening measures for current levels of depressive and anxious symptoms. Results: Results showed an improvement in students' knowledge following participation in the intervention, this improvement was maintained two weeks later. Except for level of facilitator’ experience, no personal, academic, or family variables appeared to influence student learning. Lower academic performance and time spent studying for females, and being older for males, were significant characteristics of students who screened positive for current distress. Conclusions: The results of current study support the beneficial effects of a universal prevention intervention in college students.
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