Background Mental health symptoms are common among college and university students and these can affect their academic performance. E-mental health interventions have proven effective in addressing mental health complaints but their effect on academic performance has not been synthesized yet. Objectives To synthesize the evidence from randomized controlled trials for the effectiveness of e-mental health interventions on academic performance in college and university students compared to inactive controls. Data sources and eligibility criteria We searched six databases (PubMed, Cochrane library, CINAHL, ERIC, PsycINFO, Web of Science) during the period January 2000 until September 2019 for randomized controlled trials that reported on e-mental health interventions (guided or unguided) for college and university students and measured academic performance (e.g. grade point average). Study appraisal and synthesis methods Study and participant characteristics and the academic performance measures at post-intervention were extracted. The latter were pooled and Hedges' g was calculated as the effect size. Heterogeneity and publication bias were investigated. Results Six studies containing 2428 participants were included in the meta-analysis. These focussed on either mood and anxiety or alcohol and tobacco use. The pooling of data resulted in a small but non-significant effect of g = 0.26 (95% CI, −0.00, 0.52; p = .05) on academic performance, favouring e-mental health interventions over inactive controls. Interventions had positive effects on depression (g = −0.24) and anxiety (g = −0.2). Heterogeneity was high. Discussion Despite the small and non-significant effect, our meta-analysis points to a promising direction for the effectiveness of e-mental health interventions on academic performance. Yet, these results must be interpreted with caution, as heterogeneity was high and few studies on the effectiveness of e-mental health interventions for students reported academic performance measures.

中文翻译：

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电子心理健康干预对大学生学业成绩的影响：随机对照试验的荟萃分析。

背景 心理健康症状在大学生中很常见，这会影响他们的学习成绩。电子心理健康干预措施已被证明可以有效解决心理健康问题，但其对学业成绩的影响尚未综合。目的 综合随机对照试验的证据，证明与不活跃的对照组相比，电子心理健康干预措施对大学生学业成绩的有效性。数据来源和资格标准我们在 2000 年 1 月至 2019 年 9 月期间检索了 6 个数据库（PubMed、Cochrane 图书馆、CINAHL、ERIC、PsycINFO、Web of Science），以查找报告电子心理健康干预措施（引导或非引导）的随机对照试验。针对学院和大学生并测量学业成绩（例如平均绩点）。研究评估和综合方法 提取研究和参与者的特征以及干预后的学业表现指标。合并后者并计算 Hedges 的 g 作为效应大小。研究了异质性和发表偏倚。结果荟萃分析纳入了六项包含 2428 名参与者的研究。这些关注的重点要么是情绪和焦虑，要么是酒精和烟草的使用。数据汇总对学习成绩产生了较小但不显着的影响，g = 0.26（95% CI，-0.00，0.52；p = .05），与不活跃的对照相比，有利于电子心理健康干预。干预措施对抑郁症（g = -0.24）和焦虑症（g = -0.2）有积极影响。异质性很高。讨论 尽管影响很小且不显着，但我们的荟萃分析为电子心理健康干预措施对学业成绩的有效性指出了一个有希望的方向。然而，必须谨慎解释这些结果，因为异质性很高，而且很少有关于学生电子心理健康干预措施有效性的研究报告了学业成绩衡量标准。