A pre–post study evaluating an online CBT-based intervention to improve academic performance in students with low mood
Abstract Online cognitive-behavioural therapy (CBT)-based interventions have shown the potential to improve the mental health of university students. However, their impact on West Asian cultures and educational achievement has yet to be fully investigated. This study explores the feasibility, accept...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer Nature
2025-06-01
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| Series: | Humanities & Social Sciences Communications |
| Online Access: | https://doi.org/10.1057/s41599-025-05037-x |
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| Summary: | Abstract Online cognitive-behavioural therapy (CBT)-based interventions have shown the potential to improve the mental health of university students. However, their impact on West Asian cultures and educational achievement has yet to be fully investigated. This study explores the feasibility, acceptability, and potential effectiveness of a self-directed, internet-delivered, cognitive–behavioural skills training programme (MoodGYM) in reducing depression and improving academic performance among university students in the United Arab Emirates (UAE). This exploratory pre- and postintervention study with a historical control group recruited 50 students, having a GPA <2 and self-reporting at least one of two key depressive symptoms, from one UAE university. The results demonstrated that the total Hospital Depression and Anxiety Scale (HADS) depression score (HADS-D) decreased after the intervention (P = 0.004), and the proportion of participants scoring above the cutoff for depression (HADS-D ≥8) decreased 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) decreased from 50% to 11.4% (p = 0.001). GPA improved significantly over time (p < 0.001, d = 1.3), and attendance warnings decreased (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 shows that MoodGYM, a web-based mental health promotion intervention, improves academic achievement in university students with depressive symptoms. Further research is needed to explore how MoodGYM can be best implemented within university settings. |
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| ISSN: | 2662-9992 |