Unlocking Emotional Well-Being: Evaluation of a Stress Mindset Intervention With a Metacognitive Approach

Although there is a growing body of research on the effects of a stress mindset on health and well-being, knowledge of the effectiveness of stress mindset interventions in real-world situations is limited and primarily supported by evidence from Western cultural contexts. We examined the effects of a stress mindset intervention with a metacognitive approach on emotional well-being (negative affect, positive affect, anxious affect, and life satisfaction) over 4 months (i.e., 1-week postintervention, 1-month follow-up, and 4-month follow-up) among 427 Chinese first-year students undergoing the transitions to university life. The results of repeated measure analyses of variance indicate that there were significant and direct intervention effects on individual stress mindset and affect. Moreover, indirect intervention effects on life satisfaction were found at the 4-month follow-up through an increased stress-is-enhancing mindset. In addition, the positive effects of the intervention were amplified among those with a weaker stress-is-enhancing mindset at baseline. Taken together, these findings provide supportive evidence that a stress mindset intervention with a metacognitive approach is beneficial for stress mindset and emotional well-being among Chinese students confronting transitions and challenges.