Study skills intervention addressing academic stress and self-efficacy in newly admitted university students

Introduction. Academic stress is a significant issue in higher education and can be a risk factor for academic and mental health problems. Programmes to reduce academic stress have often focused on psychological interventions (mindfulness, cognitive-behavioural therapy, etc.), while neglecting the development of study and learning skills. High academic self-efficacy is a protective factor for many academic issues. The aim of this study was to determine the effectiveness of an intervention to teach study skills in reducing academic stress and increasing academic self-efficacy among first-year Nursing students at a Spanish university. Method. A controlled study with pretest and posttest measurements was designed and conducted with a group of 206 first-year Nursing students who completed the University Academic Stress Questionnaire and the General Academic Self-Efficacy Questionnaire. The intervention was divided into three components (Time Management, Study Techniques/Learning Strategies, Exam Preparation), delivered through group and one-to-one sessions. A mixed design analysis of variance (ANOVA) was used to assess effectiveness. Results. The results demonstrated significant improvements in the experimental group, both in academic self-efficacy and in the reduction of stress related to academic overload, study tasks and exam performance. These effects were sustained throughout their first-year of study. No such improvements were observed in the control group. Discussion or Conclusion. The results and their implications for the implementation of study skills programmes in university settings are discussed and suggestions are made for future interventions to reduce academic stress and improve academic self-efficacy in university students.