Abstract
Promoting resilience leads to better mental health. In this study, a set of computerized learning modules (CLM) for college students was developed based on the key findings of resilience research. A pretest, post-test, control group research design was followed to evaluate the effectiveness of CLM to enhance resilience and mental health during a period of increased academic stress. The experiment group (N =58) received a 9-week CLM intervention by self-learning, while contrast group (N =58) did not receive any intervention. Measures of resilience, college student problems, and life satisfaction were administered pre- and post-intervention to both groups. Findings showed that participants receiving CLM intervention reported significantly higher score on resilience (mental asset scale and spiritual asset scale) and lower score on college student problems than did those in the control group. Additionally, the intervention effect on mental asset of resilience was moderated by gender. These findings indicate that CLM may be useful as a promising approach and a cost-effective intervention to facilitate steeling effects and meaning-making effects for college students. Implications for resilience intervention, public policy and future research are also discussed.