1 Department of Educational and Counselling Psychology, Faculty of Education, McGill University, 3700 McTavish Street, Montreal, QC, H3A1X1, Canada, 1 5143984242.
2 Department of Psychology, Concordia University, Montreal, QC, Canada.

Background: University students face high levels of stress with limited support for coping and well-being. Campus mental health services are increasingly using digital resources to support students' stress management and coping capacity. However, the effectiveness of providing this support through web-based, self-directed means remains unclear.

Objective: Using a randomized controlled design, this study examined the acceptability and effectiveness of a self-directed, web-based resource containing evidence-based strategies for stress management and healthy coping for university students. The study additionally explored the potential benefits of screening and directing students to personalized resources aligned with their needs.

Methods: Participants consisted of 242 university students (193/242, 79.9% women; mean age 21.15 years) assigned to one of 3 groups (ie, automatically directed to personalized resources, nondirected, and waitlist comparison). They completed pre, post (4 wk), and follow-up (8 wk) measures for stress, coping, and well-being. The resource groups also completed acceptability measures at 2, 4, and 8 weeks after the web-based resource access.

Results: Results indicate high acceptability, reflecting students' satisfaction with the resource. Furthermore, significant decreases in stress and unhealthy coping, as well as significant increases in coping self-efficacy and healthy coping in the resource groups relative to the comparison group, were found. Interestingly, the directed approach showed no added benefit over nondirected resource access.

Conclusions: In summary, this study demonstrates the acceptability and effectiveness of a self-directed digital resource platform as a viable support option for university student stress and coping.