Formative evaluation of a brief video addressing student exam study habits and wellness behaviors

Undergraduate student attrition is correlated with poor academic performance, and success is often predicated on students’ ability to develop and employ appropriate and healthy study habits. This study describes the development and formative evaluation of a brief video designed to enhance college students’ study and wellness behaviors. A pre-post design was used to survey undergraduate college students (n = 397) at one mid-sized public university. Students assessed the video on its perceived effectiveness and their likelihood to change their study behaviors as a result of watching the video. Qualitative feedback provided additional insights regarding students’ perceptions of intervention efficacy. After watching the video, students self-reported stronger likelihood to study in 2-hour blocks (Z = −11.157, p < 0.001) and to avoid looking at their cell phones while they studied (Z = −12.982, p < 0.001). Students also self-reported increased likelihood to reduce caffeine consumption and remain calm during exams. Four qualitative themes emerged: helpfulness, self-reflection, anxiety/distress associated with exams, and desire for more information. The use of a brief video may influence students’ likelihood to study and improve self-care during exams, particularly in combination with other interventions that reinforce concepts from the video. Further evaluation of interventions among college students that promote efficacious studying and distraction avoidance are warranted.