Comparing Digital and In-Person CBT-Based Group Psychoeducation for Anxiety, Depression, and Stress in University Students: A Quasi-Experimental Study

Abstract

The increasing prevalence of anxiety, depression, and stress has intensified the demand for scalable, evidence-based psychological interventions that can be delivered across traditional and digital modalities. University students represent a high-risk group due to academic demands and developmental transitions, making them a relevant population for evaluating flexible, technology-mediated interventions. Cognitive-behavioral therapy (CBT)-based psychoeducation offers a structured approach that may accommodate variability in accessibility, preferences, and delivery contexts. This quasi-experimental pre–post study evaluated a CBT-based psychoeducation protocol delivered in group settings in both online and in-person formats. A total of 104 undergraduate and graduate students participated and completed the intervention. Symptom severity was assessed using the Depression, Anxiety and Stress Scale (DASS-21), the Hamilton Anxiety Rating Scale (HAM-A), and the Beck Depression Inventory–II (BDI-II). Significant reductions in anxiety, depression, and stress symptoms were observed over the intervention period, with moderate to large effect sizes. DASS-21 scores decreased from moderate to mild severity levels, and reductions were also observed in BDI-II and HAM-A scores. No significant differences were found between delivery modalities. These findings support the potential of CBT-based group psychoeducation as a scalable intervention. Similar patterns of symptom change were observed across delivery formats, contributing to the expansion of accessible and digitally informed mental health care.