Well-Being on Campus: Testing the Impact of a Web-Based Intervention for Resilience on First-Year Students

The current study evaluated the impact of an interactive website on first-year students’ self-efficacy and intentions to engage in self-help behaviors. After an initial visit to the site, students randomly assigned to a high-exposure condition were directed to content on the website an additional two time. Low-exposure groups were not instructed to re-visit the site. Students in the high-exposure group intended to engage in significantly more self-help behaviors (e.g., yoga, journaling) than those in the low-exposure group. Self-efficacy did not differ significantly by condition, however, for students of color, interaction with the website was associated with increased self-efficacy to seek help for stresses and challenges experienced while on campus. Results suggest that online resources that utilize culturally specific content and focus on developing skills may be effective in improving students’ well-being.