This study aimed to investigate the effectiveness of the SMILE intervention (Sleep Mood Intervention – Live Effectively) on the quality of life and depressive symptoms among university students...Show moreThis study aimed to investigate the effectiveness of the SMILE intervention (Sleep Mood Intervention – Live Effectively) on the quality of life and depressive symptoms among university students experiencing sleep difficulties. The SMILE intervention is a four-week group therapy program integrating elements of cognitive-behavioral therapy, mindfulness techniques, and lifestyle guidelines. A total of 35 English-speaking participants were randomly allocated to either the SMILE intervention group or a waitlist control group in a 2:1 ratio. The study used a randomized controlled trial design and utilized the Quality of Life Enjoyment and Satisfaction Questionnaire (Q-LES-Q) and Beck Depression Inventory (BDI) for assessments at baseline and post-treatment. Contrary to our hypotheses, the SMILE intervention did not significantly improve Q-LES-Q or BDI scores compared to the waitlist control group. The influence of gender was not significant on either measure. Although alcohol consumption was found to be a significant covariate in BDI scores, it was not a significant predictor of post-intervention depressive symptoms when adjusting for baseline values. This suggests that while alcohol consumption is a confounder in the effectiveness of the intervention on depressive symptoms, its ability to predict changes in depressive symptoms due to the intervention itself is not statistically significant. These findings indicate that the SMILE intervention did not significantly impact university students’ quality of life or depressive symptoms. Future research may consider exploring additional or alternative interventions to improve quality of life and depressive symptoms among university students.Show less
Students seem to be more likely to experience insomnia than adults and intervening early to prevent the deterioration of complaints is suggested. The current study assesses whether a multi...Show moreStudents seem to be more likely to experience insomnia than adults and intervening early to prevent the deterioration of complaints is suggested. The current study assesses whether a multi-component CBT-based sleep mood intervention, the SMILE intervention, is effective in reducing insomnia severity among university students compared to a waitlist control group and whether this effect is mediated by cognitive processes. This is to further understand the underlying mechanisms of the intervention and clarify if these cognitive processes need to be targeted in treatment. The study design was a randomized controlled trial. The efficacy of the SMILE intervention was analysed in an intervention (n = 23) and control group (n = 12) at pre-and post-test. Participants received four weeks of group therapy, combined with CBT, lifestyle guidance and mindfulness. Secondly, a mediation analysis was performed with cognitive processes, specifically dysfunctional beliefs and pre-sleep arousal as mediators, to study the mechanism between the SMILE intervention and insomnia severity. The results indicate that the SMILE intervention group is significant and effective compared to the control group with F (1, 33) = 5.91, p < .05 in treating insomnia severity. Also, dysfunctional beliefs mediate this effect with b = 1.12, [-2.58; -.06]. However, pre- sleep arousal did not with b = -.68, [-2.13; .05]. Overall, these results show that a multi- component intervention for students is efficacious in reducing insomnia severity and that dysfunctional beliefs is a mediator in this effect. It is implicated to further research on cognitive processes and their underlying mechanisms in a larger sample.Show less
University students face different challenges throughout their university life. Their ability to cope with difficult situations influences their academic performance. Students with ASD are likely...Show moreUniversity students face different challenges throughout their university life. Their ability to cope with difficult situations influences their academic performance. Students with ASD are likely to face more challenges in university as a result of their autistic symptoms. Additionally, they may experience more difficulties employing effective coping strategies to manage difficult situations compared to students without ASD. This study explored the relationship between primary coping style and academic performance. Differences in primary coping style between university students with and without ASD were also examined. This study also investigated the relationship between primary coping style, autism diagnosis, and academic performance. Students with a clinical diagnosis of autism completed the AQ-Short to assess autistic symptoms. Students’ primary coping style was examined based on their scores on the subscales of the Brief-COPE. Academic performance was measured by students’ grade point average for the current academic year. Results showed, primary coping style was associated with academic performance. Problem-focused and emotion-focused primary coping styles were associated with better academic performance compared to avoidance primary coping style. Additionally, students with ASD were more likely to employ emotion-focused primary coping style or avoidance primary coping style, whereas students without ASD were more likely to employ problem-focused primary coping style. However, autism diagnosis did not moderate the relationship between primary coping style and academic performance. These findings suggested a link between primary coping style and academic performance, as well as differences in coping between students with and without ASD. Limitations and implications for future research were also discussed.Show less
