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

Figures & data

Figure 1 Sample Screenshots from the Student Resilience Project Website: (a) Learn New Skills and (b) What I Wish I Knew

Table 1 Sample Demographics

	Entire Sample (%)	Low-Exposure (%)	High-Exposure (%)
Gender
Man	22.6	23.8	2.9
Woman	73.7	71.4	76.9
Other	3.7	4.8	2.2
Race/Ethnicity
White	51.6	55.6	44.4
Non-white	48.4	44.4	53.8
Hispanic/Latinx	19.5	18.2	22.8
Black	12.9	7.9	19.8
Asian	9.2	11.9	5.5
Multiracial	4.1	4.0	4.4
Native Hawaiian	.9	.8	1.1
Other	1.8	1.6	.2
Sexual Orientation
Heterosexual	78.3	79.4	76.9
Sexual Minority	21.7	2.6	23.1
Gay Male	.9	.8	1.1
Lesbian	2.4	.8	4.4
Bisexual	3.2	5.6	0
Asexual	1.4	.8	2.2
Queer	2.3	1.6	3.3
Pansexual	1.8	1.6	2.2
Questioning	4.1	4	4.4
Other	5.5	5.4	5.5

Table 2 Mean and Standard Errors for the Low-Exposure and High-Exposure Conditions at Baseline and Post-Intervention

	Low-Exposure		High-Exposure
	Base	Post	Base	Post
Self-efficacy	4.20 (.07)	4.08 (.07)	3.97 (.08)	4.06 (.08)
Intention to Engage in Self-help Activities	2.07 (.12)	2.02 (.12)	2.01 (.15)	2.44 (.15)

Standard deviations are reported in parentheses.

Figure 2 Low and High Exposure Group participants’ Self-Efficacy Scores at Post-Intervention Controlling for Baseline Scores, Error Bars Represent 95% Confidence Intervals

Figure 3 Low and High Exposure Group participants’ Number of Self-Help Activities They Intended to Engage in Next Month at Post-Intervention Controlling for Baseline Scores. Error Bars Represent 95% Confidence Intervals

Figure 4 The Interaction Between Condition and Race/Ethnicity Predicting participants’ Self-Efficacy at Post-Intervention Controlling for Baseline Score