Abstract
This study examined the effects of a stress management program for university students related to their stressors, problem-solving abilities (problem-solving confidence, approach-avoidance style, and personal control), knowledge of stress, and stress responses. Participants (n = 27) were randomly assigned to either an intervention or a waiting list control group. The program, including small group discussions, completion of a workbook, and follow-up interviews, was conducted for the intervention group for three weeks. Participants (n = 8 and n = 12 for the intervention and waiting list control groups, respectively) responded to three waves of questionnaires (pre, post, and follow-up). The results showed significant favorable intervention effects for knowledge of stress, problem-solving confidence, and stress responses on the post-tests, while no intervention effects were found at the follow-up.
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