Results from Questionnaires.

Anxiety is highly prevalent among college communities, with significant numbers of students, faculty, and staff experiencing severe anxiety symptoms. Digital mental health interventions (DMHIs), including Cognitive Bias Modification for Interpretation (CBM-I), offer promising solutions to enhance access to mental health care, yet there is a critical need to evaluate user experience and acceptability of DMHIs. CBM-I training targets cognitive biases in threat perception, aiming to increase cognitive flexibility by reducing rigid negative thought patterns and encouraging more benign interpretations of ambiguous situations. This study used questionnaire and interview data to gather feedback from users of a mobile application called "Hoos Think Calmly" (HTC), which offers brief CBM-I training doses in response to stressors commonly experienced by students, faculty, and staff at a large public university. Mixed methods were used for triangulation to enhance the validity of the findings. Qualitative data was collected through semi-structured interviews from a subset of participants (n = 22) and analyzed thematically using an inductive framework, revealing five main themes: Effectiveness of the Training Program; Feedback on Training Sessions; Barriers to Using the App; Use Patterns; and Suggestions for Improvement. Additionally, biweekly user experience questionnaires sent to all participants in the active treatment condition (n = 134) during the parent trial showed the most commonly endorsed response (by 43.30% of participants) was that the program was somewhat helpful in reducing or managing their anxiety or stress. There was overall agreement between the quantitative and qualitative findings, indicating that graduate students found it the most effective and relatable, with results being moderately positive but somewhat more mixed for undergraduate students and staff, and least positive for faculty. Findings point to clear avenues to enhance the relatability and acceptability of DMHIs across diverse demographics through increased customization and personalization, which may help guide development of future DMHIs.焦虑在高校群体中极为普遍，为数不少的学生、教职员工与行政职员均出现了严重的焦虑症状。数字化心理健康干预手段（Digital Mental Health Interventions, DMHIs），包括解释偏向矫正训练（Cognitive Bias Modification for Interpretation, CBM-I），为拓展心理健康服务的可及性提供了颇具前景的解决方案，但目前仍亟需对这类干预手段的用户体验与接受度进行评估。解释偏向矫正训练以威胁感知中的认知偏向为干预靶点，通过减少僵化的负性思维模式、引导个体对模糊情境做出更积极中性的解读，旨在提升认知灵活性。本研究通过问卷与访谈数据，收集了一款名为"Hoos Think Calmly (HTC)"的移动应用的用户反馈。该应用面向某大型公立高校师生及职员常面临的压力源，提供短时长的解释偏向矫正训练服务。本研究采用混合研究方法进行三角验证，以提升研究结果的效度。研究从部分参与者（n = 22）中通过半结构化访谈收集质性数据，并采用归纳式框架开展主题分析，最终提炼出五大核心主题：训练项目有效性、培训环节反馈、应用使用障碍、使用模式以及改进建议。此外，在主试验期间，研究团队向主动干预组的全部参与者（n = 134）发放了每两周一次的用户体验问卷，结果显示最受认可的反馈（43.30%的参与者选择）为：该项目在缓解或控制其焦虑与压力方面有一定帮助。定量与质性研究结果整体一致：研究生群体认为该训练项目最为有效且贴合自身需求；本科生与职员的评价呈中等偏正向但存在一定分歧；而教职员工的评价则最为负面。研究结果明确指出，可通过增强定制化与个性化服务，提升不同人口群体对数字化心理健康干预手段的接受度与贴合度，这一结论可为未来数字化心理健康干预手段的开发提供指导。