Resilience training has beneficial effects on the ability of undergraduate students to withstand adversity and stress. However, there are inconsistencies in the content and delivery approaches for resilience training. Given the increasing shifts towards computer-assisted instruction, there is a need to develop and evaluate innovative approaches for resilience training. This study aimed to examine the efficacy of two versions of the Resilience Skills Enhancement (RISE) programme. A randomized controlled trial was used to evaluate the effects of blended learning (BL) and a self-guided RISE programme on the resilience, social support, and learning outcomes of undergraduate students. One hundred and fourteen students were recruited and randomly allocated to receive either BL or the self-guided RISE programme. The within-group analyses indicated significant improvements in resilience scores for the BL (F = 37.74, p < 0.001) and self-guided groups (F = 10.16, p < 0.001) with moderate (d = 0.62, 95% CI: 0.25, 1.00) to large effect sizes (d = 1.11, 95% CI: 0.71, 1.50) respectively. There were also significant differences across the three time points for social support scores for the BL (F = 4.50, p < 0.05) and self-guided groups (F = 4.59, p < 0.05). Students in the BL group had considerable improvements in self-efficacy of learning and performance (F = 5.42, p < 0.01) and meta-cognitive self-regulation scores (F = 5.91, p < 0.01). In the between-group analyses, both BL and self-guided RISE were comparable for resilience, social support, and learning scores (p > 0.05). The study provided preliminary evidence that both modes, BL and self-guided RISE programme lead to positive effects on the resilience, social support, and learning scores of students.

中文翻译：

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评估本科生在线弹性技能增强计划：双盲平行随机对照试验

韧性训练对本科生抵御逆境和压力的能力有有益的影响。然而，复原力培训的内容和实施方式存在不一致。鉴于越来越多地转向计算机辅助教学，有必要开发和评估弹性训练的创新方法。本研究旨在检验两个版本的复原力技能增强 (RISE) 计划的功效。一项随机对照试验用于评估混合学习 (BL) 和自导式 RISE 计划对本科生的适应能力、社会支持和学习成果的影响。招募了 114 名学生，并随机分配他们接受 BL 或自学 RISE 课程。组内分析表明，BL（F  = 37.74，p  < 0.001）和自我引导组（F  = 10.16，p  < 0.001）的弹性评分显着改善，中等程度（d  = 0.62，95% CI：0.25， 1.00）到大效应大小（d  = 1.11，95% CI：0.71，1.50）。BL（F  = 4.50，p  < 0.05）和自我指导组（F  = 4.59，p  < 0.05）的社会支持评分在三个时间点也存在显着差异。BL组的学生在学习和表现的自我效能感（F  = 5.42，p  < 0.01）和元认知自我调节分数（F  = 5.91，p  < 0.01）方面都有显着改善。在组间分析中，BL 和自导式 RISE 在复原力、社会支持和学习分数方面具有可比性 ( p  > 0.05)。该研究提供了初步证据，表明 BL 和自导式 RISE 课程这两种模式都能对学生的适应能力、社会支持和学习成绩产生积极影响。