Group activities promote psychosocial well-being, as demonstrated by a Unipd study
04.12.2024
The study A blended group intervention to promote social connectedness and wellbeing among international university students: an exploratory study, coordinated by Sabrina Cipolletta from the Department of General Psychology at the University of Padua, explored the best intervention methods to promote well-being and combat social isolation and loneliness among students.
The research aimed to examine the feasibility, acceptance, and outcomes of a blended intervention (in-person group activities led by a professional with online self-help materials); self-help only (access to online materials); or peer-to-peer (group activities led by other students). Forty-nine international students from the University of Padua were involved, divided into four groups, and participated in the three types of interventions plus a control group for eight weeks. The effects on loneliness, anxiety, depression, social support, and life satisfaction were evaluated at the end.
The study found that group interventions (blended and peer-to-peer) promote psychosocial well-being through the creation of shared meanings and significant relationships, crucial elements in reducing loneliness. The peer-to-peer mode proved particularly effective in reducing loneliness due to the opportunity to create authentic connections and mutual support.
"We decided to monitor international students because they face unique challenges, such as adapting to a new environment and managing the distance from their social support network. The COVID-19 pandemic further exacerbated these issues, reducing socialization opportunities and accentuating the sense of isolation. In this context, it is essential to develop targeted interventions to address loneliness and promote the psychosocial well-being of students. As our research demonstrates," explains Sabrina Cipolletta from the Department of General Psychology at the University of Padua, who coordinated the study, "targeted interventions can improve the well-being and social connections of international students but require further optimization to address methodological and implementation limits. As we have shown, group approaches, blended and peer-to-peer, are confirmed as key tools for creating cohesive communities and improving the psychosocial adaptation of university students."
The main results show that interventions including in-person group activities (blended and peer-to-peer) have a more significant positive impact compared to the exclusively online intervention.
Specifically, in-person interventions (blended and peer-to-peer) enhance social interactions and increase the number of relationships compared to self-help alone, allowing participants to engage with peers and create new social connections. These interventions provided a safe social context where participants could create meaningful connections and share experiences, reinforcing the sense of belonging. The non-judgmental atmosphere facilitated discussions on personal topics and the development of new perspectives. Nonetheless, self-help materials are perceived as more useful and satisfying in the blended context compared to isolated use. Blended and peer-to-peer groups show a reduction in loneliness, anxiety, and depression, with an increase in life satisfaction compared to the control group.
"The blended intervention proves to be the most effective because it combines the benefits of group activities—direct experiences of connection—and self-help—personal reflections—overcoming the limitations of single approaches. The proposed model offers an innovative opportunity to address the problem of loneliness and improve the well-being of international students," emphasizes Sabrina Cipolletta. "Loneliness represents one of the most pressing challenges for university students, amplified by the change in social, cultural, and academic context that accompanies the transition to higher education."
