Online Psychoeducational Group Based on Choice Theory: Effects on University Adjustment

Purpose This study examined the effects of a choice theory-based online psychoeducational group intervention incorporating reality therapy techniques on university students’ adjustment to university life. Method A quasi-experimental pretest, posttest, six-week follow-up, and control-group design with matched-pair allocation was used. From 138 undergraduate applicants, 32 students with low adjustment scores were allocated to experimental and control groups ( n = 16 each). The experimental group completed 10 weekly online sessions; the control group received no intervention. Results Significant Time × Group interactions emerged for overall, personal, and academic adjustment. Improvements in overall and personal adjustment were maintained at follow-up, whereas the academic-adjustment gain was not sustained. Social adjustment increased in the experimental group, although this finding requires caution because of baseline differences and a control-group decline. Participants reported high satisfaction. Discussion Findings provide preliminary support for online psychoeducational group work as a preventive and developmental component of university social work services.