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Volume 24, Issue 156 (12-2025)
Journal of Psychological Science 2025, 24(156): 323-338 |
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Khoshnama A, Sohrabi F, Borjali A, Isamorad A, Farrokhi N. (2025). The Effectiveness of a Psychoeducational Intervention Based on Interpersonal Psychotherapy on Depression, Anxiety, and Stress in University Students. Journal of Psychological Science. 24(156), 323-338. doi:10.61186/jps.24.156.19
URL: http://psychologicalscience.ir/article-1-3298-en.html
URL: http://psychologicalscience.ir/article-1-3298-en.html
PhD Student of Psychology, Department of Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran. , Abolfazl.gm.id@gmail.com
Abstract: (70 Views)
Background: University life is associated with a high prevalence of depression, anxiety, and stress, and evidence suggests that interpersonal difficulties play a significant role in the development and maintenance of these symptoms. Interpersonal psychotherapy, with its focus on improving social relationships, is recognized as an effective approach for reducing emotional distress; however, limited research has examined the effectiveness of psychoeducational interventions based on this approach on depression, anxiety, and stress among university students.
Aims: This study aimed to determine the effectiveness of an educational-psychological intervention based on interpersonal psychotherapy on depression, anxiety, and stress in university students.
Methods: The present study was a quasi-experimental design with pretest-posttest and a control group. The study population consisted of all 18–25-year-old students at Allameh Tabataba’i University, Tehran, during the 2025–2026 academic year. Thirty students were purposively selected and randomly assigned to the experimental and control groups. The instruments included the Depression, Anxiety, and Stress Scale (DASS-21; Lovibond & Lovibond, 1995) and a researcher-made educational-psychological intervention based on interpersonal psychotherapy (2025). Data were analyzed using multivariate analysis of covariance (MANCOVA) with SPSS version 27.
Results: The results of multivariate analysis of covariance showed that the interpersonal psychotherapy-based educational intervention had a significant effect on the set of dependent variables (p<0.01). Specifically, the intervention significantly reduced students’ anxiety and depression, with the experimental group showing notable differences compared to the control group (p<0.01). However, the intervention did not have a significant effect on reducing students’ stress (p>0.01).
Conclusion: The results showed that the psychoeducational intervention based on interpersonal psychotherapy effectively reduced students’ depression and anxiety and contributed to the improvement of their mental health. This intervention can be used as a practical and cost-effective program in university counseling centers and preventive university-based programs. However, its limited effect on students’ stress indicates the need to integrate this intervention with specialized stress management programs in future interventions
Aims: This study aimed to determine the effectiveness of an educational-psychological intervention based on interpersonal psychotherapy on depression, anxiety, and stress in university students.
Methods: The present study was a quasi-experimental design with pretest-posttest and a control group. The study population consisted of all 18–25-year-old students at Allameh Tabataba’i University, Tehran, during the 2025–2026 academic year. Thirty students were purposively selected and randomly assigned to the experimental and control groups. The instruments included the Depression, Anxiety, and Stress Scale (DASS-21; Lovibond & Lovibond, 1995) and a researcher-made educational-psychological intervention based on interpersonal psychotherapy (2025). Data were analyzed using multivariate analysis of covariance (MANCOVA) with SPSS version 27.
Results: The results of multivariate analysis of covariance showed that the interpersonal psychotherapy-based educational intervention had a significant effect on the set of dependent variables (p<0.01). Specifically, the intervention significantly reduced students’ anxiety and depression, with the experimental group showing notable differences compared to the control group (p<0.01). However, the intervention did not have a significant effect on reducing students’ stress (p>0.01).
Conclusion: The results showed that the psychoeducational intervention based on interpersonal psychotherapy effectively reduced students’ depression and anxiety and contributed to the improvement of their mental health. This intervention can be used as a practical and cost-effective program in university counseling centers and preventive university-based programs. However, its limited effect on students’ stress indicates the need to integrate this intervention with specialized stress management programs in future interventions
Type of Study: Research |
Subject:
Special
Received: 2025/10/14 | Accepted: 2025/12/11 | Published: 2025/12/31
Received: 2025/10/14 | Accepted: 2025/12/11 | Published: 2025/12/31
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)