Improving Mental Health and Academic Performance through Multiple Stress Management Intervention: Implication For Diverse Learners

Abstract

This study examined the effectiveness of Multiple Stress Management Intervention (MSMI) on academic performance and mental health among undergraduate students. Sixty students were randomly assigned to either a stress-management training group, or a non-training control group. During the 8-week period, sixteen 2-hour session interventions were conducted for the experimental group. Results indicated that there is an increase in the academic performance and mental health measures in the experimental group. This study implies that stress management could be learned and coping skills could be acquired.