Digital Cognitive Training Interventions for Enhancing Resilience in Adolescents

Thesis Abstract

In the contemporary digital era, adolescents face increasing psychological stressors stemming from social media influences, academic pressures, and developmental challenges, necessitating innovative intervention strategies to strengthen resilience. This study investigates the effectiveness of digital cognitive training interventions in enhancing resilience among adolescents aged 13 to 17 years. The primary aim is to evaluate whether structured digital cognitive programs can foster resilience, improve emotional regulation, and promote adaptive coping mechanisms within this demographic. Specific objectives include assessing the impact of the intervention on resilience levels, identifying changes in emotional regulation strategies, and exploring the moderating effects of demographic variables such as gender and socioeconomic status. The research adopts a quasi-experimental pre-test/post-test design with a control group, involving a sample of 200 adolescents recruited from urban secondary schools through stratified random sampling. The experimental group (n=100) participates in an 8-week digital cognitive training program developed based on the Cognitive Behavioral Theory and the Resilience Framework, while the control group (n=100) receives standard school counseling services. Data collection instruments comprise the Connor-Davidson Resilience Scale (CD-RISC), the Emotion Regulation Questionnaire (ERQ), and a socio-demographic questionnaire, with validity and reliability established through pilot testing and Cronbach’s alpha coefficients exceeding 0.80. Quantitative data are analyzed using descriptive statistics, paired sample t-tests, and multivariate analysis of covariance (MANCOVA) to determine changes in resilience and emotional regulation, controlling for potential covariates. Additionally, moderation analyses explore the influence of demographic variables on intervention outcomes, and thematic analysis is applied to qualitative feedback to contextualize quantitative findings. It is anticipated that adolescents undergoing digital cognitive training will exhibit significant improvements in resilience scores relative to the control group, accompanied by enhanced adaptive emotional regulation strategies. The intervention is expected to demonstrate particular efficacy among adolescents of higher socioeconomic status, suggesting moderating effects. The findings are expected to contribute to the body of knowledge on digital mental health interventions by validating digital cognitive training as an efficacious tool for resilience enhancement in adolescents, grounded in cognitive-behavioral and resilience theories. This study provides empirical evidence supporting the integration of digital cognitive programs into school-based mental health initiatives, particularly in contexts where access to traditional counseling resources may be limited. The main conclusion underscores the potential of technology-driven approaches to foster resilience and reduces reliance on traditional face-to-face interventions. Recommendations include scaling the digital intervention across diverse educational settings, tailoring content to demographic needs, and further longitudinal research to assess sustained impacts. Overall, this research advances the understanding of how digital cognitive interventions can serve as scalable, accessible, and effective strategies for promoting adolescent mental health resilience in contemporary societies.