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NCT Number: NCT05072340

Evaluation of Resilience Skills Enhancement (RISE) Training Among University Students

Background University students experience high levels of stress and this may negatively impact their mental health, coping and academic outcomes. Building resilience has been described as an ability to maintain mental well-being.

Aims This study aims to (1) assess the feasibility of the Resilience Skills Enhancement (RISE) program, (2) evaluate the effects of RISE on undergraduate students' resilience, coping, emotion regulation, positive emotions and stress and (3) explore students' perception of RISE.

Methods This study will be operationalized in three phases.

Phase 1 - Feasibility A single-arm pre-post study will be used. 10 students will be recruited to explore their acceptability, perception, and suggestions for improving RISE. RISE comprises of six weekly sessions delivered via LumiNUS and Zoom. The Wilcoxon signed rank test will be used to analyse the data.

Phase 2 - Randomized controlled trial A prospective, double blind randomized controlled trial and repeated post-tests will be used. A total of 122 students will be recruited from LumiNUS and social media platforms. Participants will receive a series of six, weekly online sessions in both groups. The primary outcome is resilience. The secondary outcomes include, coping, emotion relation, positive emotions, stress. Multivariate analysis of variance with repeated measures will be used to compare the mean difference of scores in the three time points through Wilks's lambda test. The data will be analysed according to the intention-to-treat principle.

Phase 3 - Process evaluation A qualitative study using an individual, semi-structured interviews will be used to explore students' perception of RISE. Approximately 20 students will be recruited, and the final sample size will be determined based on data saturation. Thematic analyses will be used to analyse the data.

Potential contributions This study will contribute by evaluating evidence-based user-friendly RISE that may be effective for enhancing university students' resilience.

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Key information

Conditions

Resilience, Psychological Adaptation, Psychological

Age range

18 year–55 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

The Chinese University of Hong Kong

Hong Kong

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • Full undergraduate in NUS
  • Above 18 years old
  • Comprehend English language
  • Have access to an electronic device (laptop, smartphone or tablet)

Exclusion criteria

  • No self-reported history of mental health disorders
  • Did not participate in any other form of resilience training

Treatment and study plan

Resilience Skills Enhancement (RISE)

Behavioral

The RISE training was developed according to theory, empirical evidence and contextual information. The contents, components, pedagogy, and technical elements of RISE is established based on the resilience theory (Szanton & Gill, 2010) systematic review and meta-analysis, meta-synthesis, and qualitative study (Ang et al., 2021). Ethical and quality standards was assessed using the Health on the Net code of conduct and the Health-Related Website Evaluation Form respectively. The overall rating of the designed RISE is more than 75% of the total possible points to ensure quality of website by three research team members.

Primary outcomes

  1. Resilience

    Time frame: Baseline

    Resilience will be measured using the 25-item Connor-Davidson Resilience Scale (CD-RISC, Connor & Davidson 2003). Items are rated on a 5-point Likert scale ranging from 0 (not true at all) to 4 (true nearly all the time), with higher scores indicating higher resilience. The CD-RISC has good psychometric properties (Windle et al., 2011) and validated among Singapore students (Chue & Cheung, 2021).

  2. Resilience

    Time frame: After training complete

    Resilience will be measured using the 25-item Connor-Davidson Resilience Scale (CD-RISC, Connor & Davidson 2003). Items are rated on a 5-point Likert scale ranging from 0 (not true at all) to 4 (true nearly all the time), with higher scores indicating higher resilience. The CD-RISC has good psychometric properties (Windle et al., 2011) and validated among Singapore students (Chue & Cheung, 2021).

  3. Resilience

    Time frame: Three months after training completes

    Resilience will be measured using the 25-item Connor-Davidson Resilience Scale (CD-RISC, Connor & Davidson 2003). Items are rated on a 5-point Likert scale ranging from 0 (not true at all) to 4 (true nearly all the time), with higher scores indicating higher resilience. The CD-RISC has good psychometric properties (Windle et al., 2011) and validated among Singapore students (Chue & Cheung, 2021).

Secondary outcomes

  1. Social support

    Time frame: Baseline

    Social support will be measured using the Multidimensional Scale of Perceived Social Support Scale (MSPSS, Zimet et al., 1988). Items are rated on a 7-point Likert scale ranging from 1 (very strongly disagree) to 7 (very strongly agree), with higher scores indicating better social support. The MSPSS has good psychometric properties and used among students (Dambi et al., 2018).

  2. Social support

    Time frame: After training completes

    Social support will be measured using the Multidimensional Scale of Perceived Social Support Scale (MSPSS, Zimet et al., 1988). Items are rated on a 7-point Likert scale ranging from 1 (very strongly disagree) to 7 (very strongly agree), with higher scores indicating better social support. The MSPSS has good psychometric properties and used among students (Dambi et al., 2018).

  3. Social support

    Time frame: Three months after training completes

    Social support will be measured using the Multidimensional Scale of Perceived Social Support Scale (MSPSS, Zimet et al., 1988). Items are rated on a 7-point Likert scale ranging from 1 (very strongly disagree) to 7 (very strongly agree), with higher scores indicating better social support. The MSPSS has good psychometric properties and used among students (Dambi et al., 2018).

  4. Learning

    Time frame: Baseline

    Students' learning will be measured during the Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich et al., 1991). The following subscales from MSLQ will be used: (1) Control of learning beliefs, (2) self-efficacy, (3) test anxiety, (4) meta-cognitive self-regulation, (5) time and study environment and (6) effort regulation. Items are rated on a 7-point Likert scale ranging from 1 (Not true at all of me) to 7 (very true of me), with higher scores indicating better learning strategies.

  5. Learning

    Time frame: After training completes

    Students' learning will be measured during the Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich et al., 1991). The following subscales from MSLQ will be used: (1) Control of learning beliefs, (2) self-efficacy, (3) test anxiety, (4) meta-cognitive self-regulation, (5) time and study environment and (6) effort regulation. Items are rated on a 7-point Likert scale ranging from 1 (Not true at all of me) to 7 (very true of me), with higher scores indicating better learning strategies.

  6. Learning

    Time frame: Three months after training completes

    Students' learning will be measured during the Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich et al., 1991). The following subscales from MSLQ will be used: (1) Control of learning beliefs, (2) self-efficacy, (3) test anxiety, (4) meta-cognitive self-regulation, (5) time and study environment and (6) effort regulation. Items are rated on a 7-point Likert scale ranging from 1 (Not true at all of me) to 7 (very true of me), with higher scores indicating better learning strategies.

Sponsors and collaborators

Lead sponsor

National University of Singapore

Other

Registry information

Official study title

Evaluation of Resilience Skills Enhancement (RISE) Training Among University Students: A Sequential Mixed Methods Study

Important dates

Study start
2021
Primary completion
2022
Study completion
2023
First posted
Oct 8, 2021
Registry last updated
Dec 27, 2024

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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