DOI: 10.3886/e240467
title: Peer Academic Supports for College Students with Serious Mental Health Conditions (PASS 2.0)

description: Peer Academic Supports for Success (PASS) is a hybrid randomized controlled efficacy trial/implementation study to test model efficacy for academic persistence, as well as examine implementation factors. The PASS academic peer coaching model aims to improve academic persistence, performance, and retention in 18-24 year-old freshmen and sophomores with SMHC. PASS Coaches (juniors and seniors) teach and coach curricula that target academic success for two semesters at Boston University and UMass Boston.
description: Presence of Common Scales: The following is the list of measures used: Kessler 6 Kessler, R. C., Andrews, G., Colpe, L. J., Hiripi, E., Mroczek, D. K., Normand, S.-L. T., Walters, E. E., & Zaslavsky, A. M. (2002). Short screening scales to monitor population prevalences and trends in non-specific psychological distress. Psychological Medicine, 32(6), 959–976. Brief Symptom Inventory Derogatis, L. R., & Melisaratos, N. (1983). The Brief Symptom Inventory: An introductory report. Psychological Medicine, 13, 595–605. Educational Impairment Questionnaire The Cognitive Problems and Strategies Assessment Burton, C. Z., & Twamley, E. W. (2015). Neurocognitive insight, treatment utilization, and cognitive training outcomes in schizophrenia. Schizophrenia Research, 161(2–3), 399–402. Perceived Stress Scale Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385–396. Brief Resilience Scale Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J. (2008). The Brief Resilience Scale: Assessing the ability to bounce back. International Journal of Behavioral Medicine, 15(3), 194–200. https://doi.org/10.1080/10705500802222972 Self-Efficacy for Self-regulated learning Usher, E. L., & Pajares, F. (2008). Self-efficacy for self-regulated learning: A validation study. Educational and Psychological Measurement, 68(3), 443–463. https://doi.org/10.1177/0013164407308475 Academic Self-efficacy Scale Sarason Social Support Questionnaire Sarason, I. G., Levine, H. M., Basham, R. B., & Sarason, B. R. (1983). Assessing social support: The Social Support Questionnaire. Journal of Personality and Social Psychology, 44(1), 127–139. https://doi.org/10.1037/0022-3514.44.1.127 Peer Coach Weekly Logs
description: Sample and Sampling Procedures Target Population: Undergraduate students aged 18–24 with self-identified mental health conditions that impact academic performance. Group 1 & 2: Underclassmen from BU and UMB. Group 3: Upperclassmen from BU and UMB serving as peer coaches. Sampling Method: Randomized Controlled Trial (RCT) design. 164 underclassmen randomized into: Group 1: Experimental group receiving weekly peer coaching (n=82). Group 2: Control group receiving enhanced services as usual (n=82). Group 3: 48 upperclassmen recruited as peer coaches (not randomized). Randomization Details: Adaptive urn randomization using Microsoft Access application “gRand”. Balances confounding variables: university, gender, grade level, race/ethnicity. 50% probability of assignment to either experimental or control group. Screening and Eligibility: Two-part screening: preliminary (via phone or online) and in-depth (via REDCap™). Eligibility based on mental health diagnosis, academic impairment, and other criteria.
description: Undergraduate students aged 18–24 attending either a private or public university with self-identified mental health conditions that impact academic performance.
description: other; web-based survey; The study focuses on evaluating the effectiveness and implementation of the Peer Academic Coaching Support for College Students (PASS) 2.0 program. Key topics include: Academic performance and persistence among college students with mental health conditions. Executive functioning, coping skills, resilience, social support, academic self-efficacy, and self-determination as intermediate outcomes. Implementation fidelity and challenges of the PASS model in public university settings. Randomized controlled trial (RCT) methodology comparing an experimental group receiving peer coaching with a control group receiving enhanced services as usual. Data collection and analysis through surveys, check-ins, and academic records. Training and supervision of peer coaches. Adaptations for virtual delivery due to the COVID-19 pandemic.  Study Duration: 3 academic years (2020–2024). Participant Involvement: Each student participates for 2 academic years (4 semesters).