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From Stress To Success: A Systematic Review of Integrative Psychoeducational Interventions for College Student Success

Indonesian Journal of Guidance and Counseling: Theory and Application · Vol. 14 No. 1 (2025) · pp. 66–78

DOI
10.15294/ijgc.v14i1.35926
ISSN
2597-6133, 2252-6374
Published
2025-06-30
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

This study demonstrates that targeted psychoeducational interventions significantly reduce academic stress and enhance well-being among college students. Using the Systematic Literature Review (SLR) method and the PRISMA 2020 protocol, the research evaluates the outcomes and mechanisms of these interventions on students' academic flourishing. Analysis of ten recent empirical articles from 2015 to 2024, sourced from Scopus, Web of Science, PubMed, and Google Scholar, underpins the findings. Thematic analysis reveals that Cognitive Behavioral Therapy (CBT)-based psychoeducation is effective at lowering stress symptoms, while PERMA model-based interventions foster resilience and enduring psychological development. Interventions lasting 5 to 8 weeks are most effective at driving sustained behavioral change. Crucially, digitizing services and adopting multimodal approaches further increase accessibility and destigmatize mental health support. The evidence supports integrating holistic psychoeducational programs into higher education to build supportive academic environments that promote student success.

Keywords

Collaboration network of the authors

12 authors · 23 co-authorship links

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Co-authorOrganisationJoint articles
Nandang BudimanAffiliation unknown2
AhmanAffiliation unknown1
MuqaffiAffiliation unknown1
Nadiya KurniatiAffiliation unknown1
Mutiara Aqilla TasyaAffiliation unknown1
Ipah SaripahAffiliation unknown1
Dea Risma PrilianiAffiliation unknown1
Marsha Hariani PutriAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jbk/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">From Stress To Success: A Systematic Review of Integrative Psychoeducational Interventions for College Student Success</dc:title>
	<dc:creator xml:lang="en">Nadia Aulia Nadhirah</dc:creator>
	<dc:creator xml:lang="en"> Solehuddin, Muhammad</dc:creator>
	<dc:creator xml:lang="en">Afendy, Popy Mayasari</dc:creator>
	<dc:creator xml:lang="en">Ilfiandra, Ilfiandra</dc:creator>
	<dc:subject xml:lang="en">Psychoeducation</dc:subject>
	<dc:subject xml:lang="en">Academic Stress</dc:subject>
	<dc:subject xml:lang="en">Flourishing</dc:subject>
	<dc:subject xml:lang="en"> PERMA Model</dc:subject>
	<dc:subject xml:lang="en">Students</dc:subject>
	<dc:description xml:lang="en">This study demonstrates that targeted psychoeducational interventions significantly reduce academic stress and enhance well-being among college students. Using the Systematic Literature Review (SLR) method and the PRISMA 2020 protocol, the research evaluates the outcomes and mechanisms of these interventions on students' academic flourishing. Analysis of ten recent empirical articles from 2015 to 2024, sourced from Scopus, Web of Science, PubMed, and Google Scholar, underpins the findings. Thematic analysis reveals that Cognitive Behavioral Therapy (CBT)-based psychoeducation is effective at lowering stress symptoms, while PERMA model-based interventions foster resilience and enduring psychological development. Interventions lasting 5 to 8 weeks are most effective at driving sustained behavioral change. Crucially, digitizing services and adopting multimodal approaches further increase accessibility and destigmatize mental health support. The evidence supports integrating holistic psychoeducational programs into higher education to build supportive academic environments that promote student success. </dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-06-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jbk/article/view/35926</dc:identifier>
	<dc:identifier>10.15294/ijgc.v14i1.35926</dc:identifier>
	<dc:source xml:lang="en">Indonesian Journal of Guidance and Counseling: Theory and Application; Vol. 14 No. 1 (2025): June 2025; 66-78</dc:source>
	<dc:source>2597-6133</dc:source>
	<dc:source>2252-6374</dc:source>
	<dc:source>10.15294/ijgc.v14i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jbk/article/view/35926/8376</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Indonesian Journal of Guidance and Counseling: Theory and Application</dc:rights>
</oai_dc:dc>