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Abstract

Stress can help us achieve our best performance, but can also make us sick, especially if it lasts for a long time and is accompanied by a lack of rest and regeneration. Preserving physical and mental health as well as a high degree of psychological well-being requires effective stress management. In order to cope with high demands over longer periods of time, the availability of individual and structural resources plays an important role. The purpose of this dissertation was to increase the understanding regarding practical ways to stress reduction in higher education settings. The goal was to explore the potential of three different intervention approaches, all innovative in their own way and not previously studied in this way. Specifically, this dissertation used three single studies to examine distinct ways to reduce study-related stress and enhance well-being among advanced law students undergoing prolonged exam preparation.

Study 1 was a cross-sectional study which took a setting-based intervention approach. Based on the Demand-Control Model, this study examined whether using an exam villa as a structural resource would predict study-related stress and satisfaction. It tested perceived decision latitude to be a mediator of the relationship between villa use and both outcomes. The study included N = 205 advanced law students that provided self-reports on different variables. Structural equation modeling revealed villa use to predict stress but not satisfaction over and beyond the demand-control dimensions. Mediation analyses showed decision latitude to fully mediate the relationship between villa use and both outcomes. Also, using the exam villa was associated with both less subjective stress and more satisfaction. These findings support the potential of structural resources to reduce stress and increase satisfaction among students who are in prolonged and demanding periods of study. The findings show starting points for how universities can provide structural support to improve study conditions.

Study 2 was a randomized controlled trial that followed an individual-based intervention approach. Based on the Transactional Model of Stress and Coping, this study examined the effectiveness of a brief psychological intervention on study-related stress and well-being. The design included an experimental and an active waitlist control group. The intervention lasted only three hours and consisted of six modules designed to help students learn to better cope with the specific stressors of their exam preparation. The sample included N = 56 advanced law students who provided self-reports at baseline, immediately before and after the intervention, as well as one and two weeks later (post and follow-up). Repeated-measures ANOVAs revealed a significant reduction in stress immediately after the intervention, but no significant improvement in well-being. Post-measurement showed the reverse pattern: the intervention significantly increased students’ well-being but did not reduce their stress. The effects of the intervention remained stable at follow-up and the control group also showed benefits. The brief intervention was effective in the short term, particularly for enhancing study- related well-being. There is great potential in providing students with brief and tailored interventions and universities are recommended to implement such psychological support formats within their curricula.

Study 3 was a longitudinal study including three measurement occasions and took an alternative intervention approach. Following Conservation of Resources Theory, this study examined the role of recovery experiences as a mediator of the relationship between physical activity as one particular recovery activity and study-related stress and well-being. A total of N = 56 advanced law students gave self-reports on different variables. Results showed a negative trend in time concerning recovery-related variables and the outcomes. Mediation analyses revealed recovery experiences to partially mediate the relationship between physical activity and the outcomes at some measurement occasions. This suggests that the positive effects of recovery experiences related to physical activity become more relevant over time with particular positive effects on well-being. The findings support the importance of recovery during prolonged periods of academic strain and universities are advised to make students aware that recovery is a key mechanism to achieve resource replenishment.

Taken together, the findings of each study in this dissertation demonstrated that there is great potential for providing students with more resources during prolonged study periods such as exam preparation. Study 1 showed that providing students with structural resources such as an exam villa predicted stress, while decision latitude made up an important mediating mechanism. Study 2 demonstrated that providing students with individual resources such as a brief psychological intervention could reduce stress and enhance well-being in the short term. Study 3 indicated that raising students’ awareness of the importance of recovery along with physical activity showed positive effects on stress and well-being. Ultimately, the results of this dissertation have important practical implications for higher education and offer several starting points for reducing stress and improving student well-being.