Application of the Multi-Theory Model in Initiating and Sustaining Stress Management Behaviors in College Students

ID: 1048993 Bishoy T. Samuel1, Vinayak Nahar2, Joshua Mann3 1. University of Mississippi Medical Center 2. University of Mississippi Medical Center Department of Preventive Medicine & Dermatology 3. University of Mississippi Medical Center Department of Preventive Medicine BACKGROUND: Undergraduate college students face stress and concomitant mental health issues that can be mitigated by proper stress management behavior. This paper describes a cross-sectional study utilizing the multi-theory health behavior model (MTM) as a predictor of change in both initiation and sustenance of relaxation-seeking stress-reducing behavior in college students. METHODS: The study employed a cross-sectional design to study the effects of several MTM constructs on the two primary outcomes noted. The two main research hypotheses tested were that participatory dialogue, behavioral confidence and change in physical environment have statistically significant effects on initiation of behavioral change; and that emotional transformation, practice for change and change in social environment have statistically significant effects on sustenance of behavioral change, after controlling for other variables. Data were collected via a validated and reliable 54-question instrument which was emailed as a survey to students at a major public University in the Southeastern United States. RESULTS: A total of 235 students responded to the survey, of which 115 met the inclusion criteria. In a hierarchical multivariate regression, behavioral confidence and change in physical environment significantly influences on initiation of behavioral change, along with the variable perceived stress. The full model accounted for 51.0% of the variance in initiation of relaxation-seeking behavior for stress mitigation and management (R2 = 0.510, p < 0.001). For sustenance of behavioral change, both emotional transformation and practice for change were significant predictors. A regression model with these constructs explained 57.6% of the variance in this outcome (R2 = 0.576, p < 0.001). CONCLUSION: Based on the findings of this paper, stress management interventions at undergraduate institutes need to address four MTM domains: behavioral confidence, change in physical environment, emotional transformation and practice for change in order to effectively help manage students’ stress levels. FUNDING: None reported. CONFLICTS OF INTEREST: The authors report no conflicts of interest related to this research. American Journal of Lifestyle Medicine, 15(6)(suppl) DOI: 10.1177/15598276211036260 ©The Author(s) 2021