The Effect of a Stress Coping Training Program for University Students (SCTP)

March 5, 2026 updated by: Medine Nur Özata Değerli, Hacettepe University

The Effect of a Stress Coping Training Program for University Students on Cognitive Flexibility, Perceived Stress, Psychological Resilience, and Burnout

This randomized controlled study examines the effects of a structured stress coping training program on perceived stress, cognitive flexibility, psychological resilience, and burnout among university students. The research is conducted at the Department of Occupational Therapy, Faculty of Health Sciences, Hacettepe University, and the Department of Occupational Therapy, Gülhane Faculty of Health Sciences. A total of 64 students aged between 18 and 25 who meet the inclusion criteria participate in the study. Students in the experimental group attend a 12-week stress coping training program consisting of one-hour weekly sessions, while the control group participates only in the assessment procedures.

Data are collected face-to-face before and after the intervention using a demographic information form, the Cognitive Flexibility Inventory, the Perceived Stress Scale-10, the Resilience Scale for Adults, and the Maslach Burnout Inventory-Student Form. Statistical analyses are performed using SPSS 28.0, with parametric or non-parametric tests applied according to data distribution. Effect sizes are calculated using Cohen's d.

The findings contribute to the evidence base regarding the effectiveness of structured stress management programs in improving psychological well-being among university students and provide implications for preventive interventions within higher education settings.

Study Overview

Status

Completed

Conditions

Intervention / Treatment

Detailed Description

This randomized controlled study investigates the effectiveness of a structured stress coping training program on perceived stress, cognitive flexibility, psychological resilience, and burnout among university students. University students are frequently exposed to academic demands, performance pressure, time constraints, and role-related challenges, which may negatively affect their psychological well-being. Structured psychoeducational interventions aimed at enhancing adaptive coping strategies may contribute to improved emotional regulation, cognitive adaptability, and overall resilience. Within this context, the present study evaluates the impact of a 12-week stress coping program grounded in cognitive-behavioral and skills-based approaches.

The research is conducted at the Department of Occupational Therapy, Faculty of Health Sciences, Hacettepe University, and the Department of Occupational Therapy, Gülhane Faculty of Health Sciences. A total of 64 healthy university students aged between 18 and 25 years who meet the inclusion criteria participate in the study. Participants are assigned to either an experimental group (n=32) or a control group (n=32). The experimental group receives a structured stress coping training program consisting of weekly one-hour sessions over 12 weeks, delivered by an expert academician in the field. The program includes modules on stress awareness, identification of stressors, stages of stress, personality characteristics and stress, physiological and psychological responses to stress, breathing exercises, progressive muscle relaxation, time management, problem-solving strategies, cognitive restructuring techniques, mental regulation methods, and relapse prevention. The control group does not receive the intervention during the study period but completes the same assessment procedures.

Data are collected face-to-face before and after the intervention using a Demographic Information Form, the Cognitive Flexibility Inventory, the Perceived Stress Scale-10, the Resilience Scale for Adults, and the Maslach Burnout Inventory-Student Form. Descriptive statistics summarize participant characteristics. Normality of the data is examined using skewness-kurtosis values, Shapiro-Wilk tests, and histogram distributions. Between-group and within-group comparisons are analyzed using appropriate parametric or non-parametric statistical tests. Effect sizes are calculated using Cohen's d, and statistical significance is set at p < 0.05.

This study contributes empirical evidence regarding the role of structured stress coping interventions in enhancing adaptive psychological processes among university students. The findings provide implications for preventive mental health strategies and support the integration of structured stress management programs into higher education settings.

Study Type

Interventional

Enrollment (Actual)

54

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Locations

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

  • Adult

Accepts Healthy Volunteers

Yes

Description

Inclusion Criteria:

  • Being enrolled as a student at the Faculty of Health Sciences
  • Aged between 18 and 25 years
  • Being a full-time student (not engaged in regular employment)
  • No self-reported psychiatric diagnosis
  • Providing written informed consent

Exclusion Criteria:

  • Having a condition that prevents participation in a 12-week training program
  • Having visual or hearing impairments that may affect completion of assessments
  • Currently receiving structured psychological or psychiatric treatment related to stress management
  • Working in a regular job alongside academic education

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Treatment
  • Allocation: Randomized
  • Interventional Model: Parallel Assignment
  • Masking: Double

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
Experimental: Stress Coping Training Group
Participants receive a structured 12-week stress coping training program consisting of weekly 1-hour sessions delivered face-to-face by an expert academician. The program includes stress awareness, identification of stressors, breathing exercises, progressive muscle relaxation, cognitive restructuring, time management, problem-solving techniques, mental regulation strategies, and relapse prevention. Assessments are conducted before and after the intervention.
Behavioral: Structured Stress Coping Training Program
The Structured Stress Coping Training Program is a 12-week face-to-face psychoeducational intervention delivered in weekly 1-hour sessions. The program is based on cognitive-behavioral and skills-based approaches and aims to enhance adaptive coping strategies among university students. The content includes stress awareness and identification of stressors, stages of stress, personality characteristics and stress, physiological and psychological responses to stress, breathing techniques, diaphragmatic breathing, progressive muscle relaxation, mindfulness-based attention to the present moment, time management strategies, problem-solving skills, cognitive restructuring techniques, mental regulation strategies, and relapse prevention. The program is delivered by an expert academician in the field.
No Intervention: Control Group (No Intervention)

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Perceived Stress Level
Time Frame: Baseline and Week 12
Perceived stress is measured using the Perceived Stress Scale-10 (PSS-10). The scale consists of 10 items rated on a 5-point Likert scale (0-4). Total scores range from 0 to 40, with higher scores indicating higher levels of perceived stress.
Baseline and Week 12
Cognitive Flexibility Level
Time Frame: Baseline and Week 12
Cognitive flexibility is assessed using the Cognitive Flexibility Inventory (CFI), a 20-item 5-point Likert scale. Higher total scores indicate greater cognitive flexibility.
Baseline and Week 12
Psychological Resilience Level
Time Frame: Baseline and Week 12
Psychological resilience is measured using the Resilience Scale for Adults (RSA), a 33-item scale assessing personal and social resilience dimensions. Higher scores indicate higher resilience.
Baseline and Week 12
Burnout Level
Time Frame: Baseline and Week 12
Burnout is assessed using the Maslach Burnout Inventory-Student Form (MBI-SS), consisting of 13 items across three dimensions. Higher scores indicate higher burnout levels.
Baseline and Week 12

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

Hacettepe University

Publications and helpful links

The person responsible for entering information about the study voluntarily provides these publications. These may be about anything related to the study.

General Publications

  • Eaves JL, Payne N. Resilience, stress and burnout in student midwives. Nurse education today. 2019;79:188-93.
  • Kalia V, Knauft K. Emotion regulation strategies modulate the effect of adverse childhood experiences on perceived chronic stress with implications for cognitive flexibility. PloS one. 2020;15(6):e0235412
  • Milojevich HM, Lukowski AF. Sleep and mental health in undergraduate students with generally healthy sleep habits. PloS one. 2016;11(6):e0156372.
  • Karaman MA, Lerma E, Vela JC, Watson JC. Predictors of academic stress among college students. Journal of College Counseling. 2019;22(1):41-55.
  • Aspelmeier JE, Love MM, McGill LA, Elliott AN, Pierce TW. Self-esteem, locus of control, college adjustment, and GPA among first-and continuing-generation students: A moderator model of generational status. Research in Higher Education. 2012;53:755-81.

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Actual)

October 1, 2024

Primary Completion (Actual)

May 1, 2025

Study Completion (Actual)

March 1, 2026

Study Registration Dates

First Submitted

March 2, 2026

First Submitted That Met QC Criteria

March 5, 2026

First Posted (Actual)

March 6, 2026

Study Record Updates

Last Update Posted (Actual)

March 6, 2026

Last Update Submitted That Met QC Criteria

March 5, 2026

Last Verified

March 1, 2026

More Information

Terms related to this study

Keywords

Additional Relevant MeSH Terms

Other Study ID Numbers

  • E-68552689-000-00003545296

Plan for Individual participant data (IPD)

Plan to Share Individual Participant Data (IPD)?

NO

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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