The purpose of this study is to quantify learners’ expectations in an online Recovery College (RC), assess whether expectations were fulfilled and examine how fulfilment relates to changes in well-being, empowerment and stigma.
Secondary analysis of a one-group pretest–post-test study conducted in Québec’s online RC (n = 298). A 16-item expectations instrument was administered at baseline (T0) and post-course (T1), classifying expectations as met, unmet, unformed with gain or no expectation. Outcomes included the Warwick-Edinburgh Mental Wellbeing Scale - Short Form (well-being), the Consumer Constructed Scale to Measure Empowerment (empowerment) and the Opening Minds Scale for Health-Care Providers (stigma). Reliable change indices identified improvement, and associations between expectation fulfilment and outcomes were examined through bivariate analysis (chi-square test).
At baseline, learners most commonly expected to acquire tools and knowledge, broaden perspectives, engage with people from diverse backgrounds and be moved by life stories. After participation, these expectations were frequently fulfilled, whereas expectations tied to personal growth, stress management and adaptation showed more mixed fulfilment. Some learners reported unformed expectations that nonetheless yielded perceived gains. Meeting the expectation to improve stress management was associated with reliable improvement in well-being. Fulfilling expectations to provide better support to others, engage across differences and be touched by life stories was associated with empowerment gains and reduced stigmatizing attitudes.
To the best of the authors’ knowledge, this is the first study to address the issue of learners’ expectations regarding RC courses. Studying expectations can help to better understand the reasons why people decide to enroll in RC courses and to better assess how these expectations influence outcomes.
