Efficacy of a Cognitive Stress Management Intervention for International Students

Abstract: Background: Several studies reported high rates of acculturative stress and mental health issues among international students. Aims: The aim of the study was to investigate the feasibility and efficacy of a cognitive stress management intervention for international students. Method: Thirty-four international students (intervention group: n = 17, control group: n = 17) participated in a 4-week group-based face-to-face intervention. Cognitive strategies, mental health, acculturative stress, self-efficacy, and well-being were assessed at pre- and postintervention. Intervention effects were analyzed using repeated measures (MANOVA, ANOVA). Results: The intervention group was very satisfied with the training content and the training condition. At postintervention, the intervention group yielded significant improvements in cognitive strategies (acceptance, reappraisal), mental health (anxiety, depression), self-efficacy, and well-being compared to the control group. Moderate to large effect sizes were observed for these outcomes. However, there was no improvement in acculturative stress. Limitations: Most of the sample were female international students, the sample size was small, and no follow-up data were collected. Conclusion: Cognitive strategies in stress management trainings appear effective in enhancing coping skills and improving health outcomes among international students. Universities should therefore recognize the high prevalence of stress and mental health challenges in this population and offer accessible, low-threshold stress management interventions.