A PRE-POST STUDY EVALUATING AN ONLINE CBT-BASED INTERVENTION TO IMPROVE ACADEMIC PERFORMANCE IN STUDENTS WITH LOW MOOD

Abstract

Online CBT-based interventions have shown potential in improving the mental health of university students. However, their impact on West Asian cultures and educational achievement are yet to be fully investigated. This study aims to explore the feasibility, acceptability, and potential effectiveness of a self-directed, internet-delivered, cognitive-behavioural skills training program (MoodGYM) in reducing depression and improving academic performance in university students in the United Arab Emirates (UAE). This exploratory pre-post intervention study with an historic control group recruited 50 students from one UAE university, with GPA <2 and self-reporting at least one of two key depressive symptoms. Results demonstrated that the total Hospital Depression and Anxiety (HADS) depression scores (HADS-D) decreased at post intervention (P=0.004) and the proportion of participants scoring above the cut-off for depression (HADS-D ≥8) reduced from 77.2% to 27.3% (p<0.001). There was also a significant reduction in HADS-Anxiety scores (p<0.001) and the proportion of participants above the cut-off for anxiety (HADS-A ≥8) dropped from 50% to 11.4 % (p=0.001). GPA improved significantly over time (p<0.001, d=1.3) and attendance warnings reduced (p = 0.008, d = 0.6). Most students (79.6%) evaluated MoodGYM as useful, and all students completed at least two MoodGYM modules. This study provides support for a web based mental health promotion intervention (MoodGYM) in improving academic achievement in university students with depressive symptoms. Further research is needed to explore how MoodGYM can be best implemented within university settings.      

Keywords: academic performance, MoodGYM, depression, anxiety, online intervention