School of Education


Doctor of Philosophy in Education (PhD)


Susan Stanley


BDI, mental health, depression, anxiety, CESD-R, Online, distance education




The purpose of this study is to examine the impact that a virtual mental health intervention has on distance education postsecondary students. This study utilized a quantitative quasi-experimental non-equivalent control group pretest-posttest study design. The study design was used to determine if there is a statistically significant difference in the pretest and posttest scores for the Beck Depression Inventory (BDI) and the Center for Epidemiologic Studies Depression Scale-Revised (CESD-R). Furthermore, how these differences impact distance education postsecondary students utilizing online delivery method of mental health interventions compared to postsecondary distance education students who did not. The study setting was at a large, private university in Virginia during the fall semester of the 2020-2021 academic year. The sample came from a voluntary response sample of postsecondary students between the ages of 18-24. A total of 80 volunteer participants enrolled in the study. Data for both groups of distance education students were collected at the baseline and after the completion of the mental health intervention. Analyses were completed by utilizing two ANCOVAs. Findings supported the hypotheses that there is no significant difference in the mean differences of the pretest and posttest scores of the distance education students receiving online mental health interventions for depression symptoms compared to those who did not receive an intervention.

Included in

Education Commons