Helping students cope with academic failure: testing techniques to improve stress management and resilience
| ISRCTN | ISRCTN12254719 |
|---|---|
| DOI | https://doi.org/10.1186/ISRCTN12254719 |
| Secondary identifying numbers | SCORE-2024-001 |
- Submission date
- 23/12/2024
- Registration date
- 30/12/2024
- Last edited
- 18/03/2025
- Recruitment status
- No longer recruiting
- Overall study status
- Ongoing
- Condition category
- Other
Prospectively registered
Protocol
Statistical analysis plan
Results
Individual participant data
Record updated in last year
Plain English Summary
Background and study aims
Many students experience stress and emotional difficulties due to academic challenges or failures, such as poor grades. This study aims to test whether certain self-comforting practices, like mindfulness and meditation, can help students manage stress, improve their emotional well-being, and become more resilient in the face of academic failure. The main goal is to see if these practices can help students cope better and feel more in control when facing academic difficulties.
Who can participate?
The study is looking for students from the Global Banking School (GBS) across all campuses (Birmingham, Manchester, Leeds, and London) and partnerships, including Oxford Brookes University (OBU), Canterbury Christ Church University (CCCU), Bath Spa University (BSU), Pearson, University of Suffolk (UOS), and Leeds Trinity University (LTU). Eligible students should be between the ages of 18 and 50+ years who have experienced some form of academic challenge or failure, such as low grades or academic probation.
What does the study involve?
If you choose to participate, you will be randomly assigned to one of two groups. One group will practice mindfulness and meditation for four weeks, where you will attend weekly sessions focusing on breathing exercises, guided meditation, and other relaxation techniques to improve emotional regulation. The other group will continue their normal academic routine without any added support. Throughout the study, you will be asked to complete some questionnaires to measure your stress levels, coping abilities, and emotional well-being. These assessments will be done before, immediately after, and one month after the intervention.
What are the possible benefits and risks of participating?
Benefits: By participating in this study, you may experience improved emotional regulation, better ways of coping with stress, and enhanced resilience in academic settings. It may also help you develop helpful self-soothing strategies that you can continue using in the future.
Risks: There are no significant risks associated with participating in the study. The mindfulness and meditation exercises are safe, but if you have any concerns or discomfort during the sessions, you are free to withdraw from the study at any time.
Where is the study run from?
This study is being conducted at the Global Banking School (GBS) across all campuses and partnerships in the United Kingdom. Sessions will be held on the respective university campuses and will be overseen by researchers from GBS.
When is the study starting and how long is it expected to run for?
April 2024 to June 2025
Who is funding the study?
This study is not funded by any external agency or organization. It is being conducted by the researchers at the Global Banking School and Oxford Brookes University as part of academic research.
Who is the main contact?
Dr Kennedy O. Obohwemu, PhD, KObohwemu@globalbanking.ac.uk
Contact information
Dr Kennedy Obohwemu
Public, Scientific, Principal Investigator
Public, Scientific, Principal Investigator
Department of Health, Wellbeing and Social Care, Global Banking School
Birmingham
B5 4EG
United Kingdom
 ORCID ID |
0000-0001-5175-1179 |
|---|---|
| Phone | +44 7570173055 |
| kobohwemu@globalbanking.ac.uk |
Study information
| Study design | Interventional randomized controlled trial |
|---|---|
| Primary study design | Interventional |
| Secondary study design | Randomised controlled trial |
| Study setting(s) | University/medical school/dental school |
| Study type | Efficacy |
| Participant information sheet | 46603_PIS.pdf |
| Scientific title | The effect of self-comforting behaviors on emotional regulation and academic resilience in students facing academic failure: a randomized controlled trial (Self-Comforting and Coping for Resilience and Emotional regulation) |
| Study acronym | SCORE |
| Study hypothesis | 1. Primary Hypothesis: Students who engage in self-comforting behaviours, such as mindfulness and meditation, will exhibit greater emotional regulation and higher academic resilience compared to students who do not engage in these behaviours 2. Secondary Hypotheses: 2.1. Students who engage in self-comforting behaviours will demonstrate a significant increase in self-reported self-comforting strategies (e.g., positive self-talk, cognitive reframing) following the intervention, as measured by the Self-Comforting and Coping Scale (SCCS) 2.2. Sociodemographic characteristics, including age and gender, as well as a positive attitude towards self-comforting, will predict higher engagement with the self-comforting intervention and greater improvements in emotional regulation and academic resilience 2.3. Students in the self-comforting behaviour group will report lower levels of stress and greater emotional well-being after the intervention, compared to those in the control group |
| Ethics approval(s) |
Approved 21/05/2024, GBS Ethics Committee (84-86 Smallbrook Queensway, Birmingham, B5 4EG, United Kingdom; +44 7570173055; mcarlile@globalbanking.ac.uk), ref: 2024-REC02-003d-StaffKO |
| Condition | Evaluating the effectiveness of a specific intervention (self-comforting behaviors, including mindfulness and meditation) in improving emotional regulation and academic resilience in students facing academic failure. |
| Intervention | Participants will be randomized into two arms: the intervention group and the control group. A randomized sampling procedure will be used to assign participants to each group to ensure an unbiased allocation. The randomization process will be conducted using a computerized random number generator to ensure that each participant has an equal chance of being placed in either group. Stratified randomization will be used, if necessary, to account for important sociodemographic variables such as age and gender to ensure balance between groups. The intervention group will engage in a four-week mindfulness and meditation programme, designed to improve emotional regulation and resilience. The programme will consist of weekly group sessions, led by trained instructors, and will focus on mindfulness practices including breathing exercises, guided meditation, and self-reflection exercises. These practices are aimed at promoting emotional awareness, self-compassion, and the ability to manage stress. The sessions will include both individual and group activities to enhance engagement and foster a supportive environment. The intervention will be designed to address emotional distress caused by academic challenges and to foster a proactive approach to stress management. The control group will consist of students who do not receive the intervention but will continue with their regular academic activities. This group will serve as a comparison to assess the effect of the self-comforting intervention on emotional regulation and academic resilience. The control group will not receive additional support or coping strategies beyond their normal academic routine, which allows for the comparison of self-comforting behaviours against a standard academic experience. The primary outcome will be the change in students’ self-comforting behaviours, measured using the Self-Comforting and Coping Scale (SCCS), which assesses the use of self-soothing strategies, including mindfulness, positive self-talk, and cognitive reframing. Secondary outcomes will include sociodemographic characteristics such as age, gender, and self-reported positive attitudes towards self-comforting. These will be examined to explore their potential influence on the success of the intervention. Additionally, will be measured through self-report questionnaires and other standard scales for emotional well-being. Data will be collected at baseline, immediately post-intervention, and at a one-month follow-up to assess the sustainability of the outcomes. This will allow for an assessment of short-term and long-term effects of the intervention on self-comforting behaviours and emotional resilience. Updated 06/01/2025: Secondary outcomes will include sociodemographic characteristics such as age, gender, and self-reported positive attitudes towards self-comforting. These will be assessed using the standard self-report questionnaires, the Self-Comforting and Coping Scale (SCCS) and the Self-Comforting Attitudes Scale (SCAS), to evaluate their potential impact on the success of the intervention. Data will be collected at baseline, immediately post-intervention, and at a one-month follow-up to assess the sustainability of the outcomes. This will allow for an assessment of short-term and long-term effects of the intervention on self-comforting behaviours and emotional resilience. By utilizing novel psychometric tools, the SCORE study is uniquely tailored to rigorously validate both the Self-Comforting and Coping Theory (SCCT) and the Self-Comforting Attitudes Theory (SCAT). These theoretical frameworks emphasize the importance of self-comforting behavioural strategies in promoting emotional wellbeing and academic resilience. |
| Intervention type | Behavioural |
| Primary outcome measure | Students’ self-comforting behaviours, assessed using the Self-Comforting and Coping Scale (SCCS) questionnaire at baseline, immediately post-intervention, and at a 1-month follow-up. This scale assesses the frequency and effectiveness of self-soothing strategies, including mindfulness, positive self-talk, and cognitive reframing. |
| Secondary outcome measures | Measured at baseline, immediately post-intervention, and at a 1-month follow-up: 1. Sociodemographic characteristics (age, gender, educational background, and other relevant factors) will be collected to explore their potential influence on participants' engagement with the intervention and their effectiveness in adopting self-comforting behaviours. These characteristics may provide insights into how personal factors impact the use of coping strategies and the success of interventions. 2. Self-reported attitudes towards self-comforting will be assessed using the Self-Comforting Attitude Scale (SCAS) to explore potential predictors of intervention success. This 5-point Likert scale assesses participants’ beliefs, perceptions, and attitudes regarding the effectiveness and usefulness of various self-comforting behaviours. The attitudes scale includes strategies such as mindfulness, positive self-talk, cognitive reframing, and self-reassurance. Within the context of academic failure, the scale includes items such as 'Mindfulness is an effective strategy for reducing academic stress' and 'I find self-reassurance helpful when dealing with academic failure.' These measures will help identify how attitudes towards self-comforting behaviours may influence the adoption and impact of the intervention. 3. Emotional resilience measured using the SCCS, specifically the subscales related to Coping Strategies, Learning from Failure, Cognitive Reframing, and Mindfulness and Acceptance. These subscales assess participants' use of coping mechanisms, their ability to adapt and learn from academic setbacks, and their emotional awareness and resilience in response to stress. 4. Academic stress levels measured using the Perceived Stress subscale of the SCCS. This subscale assesses the degree to which participants perceive their academic life as stressful, providing insight into their overall experience of academic stress. |
| Overall study start date | 19/04/2024 |
| Overall study end date | 13/06/2025 |
Eligibility
| Participant type(s) | Learner/student |
|---|---|
| Age group | Adult |
| Lower age limit | 18 Years |
| Upper age limit | 50 Years |
| Sex | Both |
| Target number of participants | 350 |
| Participant inclusion criteria | 1. Age: Participants must be between the ages of 18 and 50+ years. 2. Enrollment in Academic Program: Participants must be currently enrolled as students at the Global Banking School in Birmingham. 3. Experience of Academic Failure: Participants must have experienced academic challenges or failures (e.g., poor grades, academic probation) in the past year, as the study aims to explore coping strategies in the context of academic stress. 4. Willingness to Participate: Participants must provide informed consent and be willing to engage in the intervention for the full duration of the study (4 weeks). 5. Fluency in English: Participants must have a sufficient level of English proficiency to understand and engage with the intervention materials and assessments. 6. Ability to Commit to Study: Participants must be available to attend all scheduled sessions of the intervention group and complete post-intervention surveys and follow-up assessments. 7. No Severe Mental Health Issues: Participants must not be currently undergoing clinical treatment for mental health disorders (e.g., major depressive disorder, anxiety disorders) that would interfere with their participation in the study. 8. Physical and Cognitive Ability: Participants must be able to engage in mindfulness practices that involve physical posture, breathing exercises, and cognitive reflection, as long as there are no physical or cognitive impairments that would prevent participation. |
| Participant exclusion criteria | 1. Severe Mental Health Conditions: Participants currently undergoing treatment for severe mental health disorders (e.g., major depressive disorder, severe anxiety disorders, schizophrenia) or those with a history of such conditions that might interfere with their ability to engage in the intervention. 2. Current Participation in Other Psychological Interventions: Participants who are currently engaged in other psychological interventions, including therapy, counselling, or similar programmes, that may overlap with or confound the effects of the self-comforting intervention being studied. 3. Substance Abuse: Participants who have a history of or are currently struggling with substance abuse or dependency that may affect their ability to engage in or benefit from the intervention. 4. Pregnancy or Postpartum: Pregnant or postpartum participants who may have specific health considerations that could interfere with the participation in meditation and mindfulness activities. 5. Significant Cognitive Impairment: Participants with significant cognitive impairments that would prevent them from engaging fully in the mindfulness and meditation practices, such as severe dementia, brain injury, or other cognitive disorders. 6. Non-English Speakers: Participants who are non-English speakers or have insufficient proficiency in English to comprehend the instructions, intervention materials, or assessments. 7. Physical Disabilities Preventing Participation: Participants with physical disabilities that prevent them from engaging in the physical aspects of the mindfulness and meditation programme, such as those that require specific postures or breathing exercises, unless reasonable accommodations are available. 8. Unwillingness to Commit: Participants who are unwilling or unable to commit to attending all required intervention sessions and completing the necessary assessments throughout the study period. 9. Previous Extensive Mindfulness or Meditation Experience: Participants who have extensive prior experience with mindfulness, meditation, or similar self-comforting behaviours that may already provide them with coping strategies that could confound the results of the intervention. |
| Recruitment start date | 20/01/2025 |
| Recruitment end date | 14/04/2025 |
Locations
Countries of recruitment
- England
- United Kingdom
Study participating centre
Global Banking School
84-86 Smallbrook Queensway, Norfolk House
Birmingham
B5 4EG
United Kingdom
Birmingham
B5 4EG
United Kingdom
Sponsor information
Global Banking School Birmingham
University/education
University/education
Department of Health, Wellbeing and Social Care
Birmingham
B5 4EG
England
United Kingdom
| Phone | +44 2080929440 |
|---|---|
| info@globalbanking.ac.uk | |
| Website | https://globalbanking.ac.uk |
Funders
Funder type
Other
Investigator initiated and funded
No information available
Results and Publications
| Intention to publish date | 01/08/2026 |
|---|---|
| Individual participant data (IPD) Intention to share | No |
| IPD sharing plan summary | Not expected to be made available |
| Publication and dissemination plan | The results of this study will be published and disseminated through various channels to ensure that the findings are accessible to both the academic community and the general public. The following strategies will be employed: 1. Academic Publication The primary outcome of the study will be published in a peer-reviewed academic journal specializing in areas related to psychology, education, or mental health. Target journals may include: Journal of Educational Psychology Psychology of Well-Being: Theory, Research and Practice Journal of Counseling Psychology The study will undergo rigorous peer review to ensure that the methods, results, and interpretations are validated and contribute to the existing body of knowledge on self-comforting behaviours, mindfulness, and academic resilience. The publication will include: Abstract: A brief summary of the study's aims, methods, and key findings. Introduction: Background and rationale for the study, including a review of relevant literature. Methods: Detailed description of the study design, participant recruitment, interventions, and outcome measures. Results: Statistical analysis and interpretation of the data. Discussion: A discussion of the findings, their implications, and recommendations for future research. 2. Conference Presentations The results of the study will also be presented at relevant academic conferences, particularly those focused on psychology, education, or mental health. Potential conferences may include: British Psychological Society (BPS) Annual Conference International Conference on Education and Psychology Society for Research in Higher Education (SRHE) Annual Conference Presenting at these conferences will allow for the dissemination of findings to a broad audience of researchers, educators, and practitioners, facilitating academic discussion and feedback. 3. Dissemination to Participants and Institutions After the study's completion, a summary report will be prepared and shared with study participants. This report will include a plain language summary of the study’s findings, the significance of the results, and recommendations for future academic practices or interventions. This allows participants to directly benefit from the research they took part in, as well as encouraging their ongoing engagement with the topic. Additionally, the findings will be shared with the Global Banking School and Oxford Brookes University, where the study was conducted. This will ensure that the institutions are informed about the outcomes of the study, potentially influencing future teaching practices or student support interventions. 4. Public Engagement The findings of the study will also be disseminated to a wider audience through public engagement activities. This may include: Media Outreach: A press release summarizing the key findings of the study will be sent to relevant media outlets, particularly those focused on education, mental health, or student well-being. This will help raise awareness about the importance of self-comforting behaviours in managing academic stress. University Newsletters and Blogs: Results will be published in newsletters or blogs run by the participating institutions, providing insights into the study and encouraging a broader public conversation on emotional well-being in academic contexts. Social Media: Key findings will be shared through the social media accounts of the Global Banking School, Oxford Brookes University, and Dr. Kennedy Obohwemu, using platforms like Twitter, LinkedIn, and Facebook to engage students, researchers, and the general public. 5. Policy Briefs A policy brief will be produced to summarize the study’s findings and their implications for academic institutions and student support services. This brief will be distributed to university administrators, educators, and policymakers to influence the development of future support structures aimed at enhancing student resilience and emotional well-being. 6. Open Access and Data Sharing To increase the accessibility of the study’s results, the final publication will be made open access whenever possible. Additionally, data from the study will be shared with appropriate research databases or repositories to facilitate further research and replication studies. |
| IPD sharing plan | The datasets generated during and/or analysed during the current study are not expected to be made available due to legal and ethical constraints, including strict institutional regulations. These restrictions are necessary to protect sensitive information and ensure compliance with ethical standards governing the research. The author understands the importance of data transparency and is committed to providing as much information as possible within these constraints. |
Study outputs
| Output type | Details | Date created | Date added | Peer reviewed? | Patient-facing? |
|---|---|---|---|---|---|
| Participant information sheet | 30/12/2024 | No | Yes | ||
| Statistical Analysis Plan | 30/12/2024 | No | No |
Additional files
Editorial Notes
18/03/2025: The recruitment end date was changed from 14/03/2025 to 14/04/2025. Study website added.
06/01/2025: The interventions were updated.
30/12/2024: Study's existence confirmed by GBS Ethics Committee.
