Trial reportPsyCh journal2025
Effect and Mechanism of an ACT-Based Psychological Resilience Intervention Targeting Students Failing in Postgraduate Entrance Examinations in China: A Randomized Controlled Trial.
Trial report in PsyCh journal, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
The postgraduate entrance examination frenzy is a widespread and intense phenomenon in China. As the number of students who failed the examination surged, the ensuing mental health problems became prominent. This study aimed to evaluate the effectiveness of an online ACT-based group resilience course, which incorporated the six core components of ACT and integrated elements of Chinese culture, in alleviating psychological distress among students who failed the examination. It also explored the mechanism by which the intervention affected changes in psychological distress. A total of 61 participants were randomly assigned to the intervention group (n = 31) and the control group (n = 30). They attended an 8-day group course, with 2-h sessions each day. The study outcomes were psychological distress, resilience, psychological flexibility (PF), and psychological inflexibility (PI). These outcomes were measured at baseline, post-intervention, and 1-month follow-up. Linear mixed models (LMMs) showed significant group × time interactions for all outcome variables, except for stress, which showed a marginally significant interaction. Post hoc analyses revealed significant improvements in depression, resilience, and PF at both post-intervention and at the 1-month follow-up. Additionally, significant reductions in anxiety and a marginally significant reduction in stress were observed at the 1-month follow-up. However, no significant reduction was found in PI. The multiple mediation model showed that the intervention improved psychological distress by increasing resilience and PF. These findings suggest that online resilience group intervention is generally effective in enhancing resilience and alleviating psychological distress and is acceptable to students who have failed the postgraduate entrance examination, as evidenced by high participant engagement and satisfaction.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.