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Kettle L, Lee YC. User Experiences of Well-Being Chatbots. HUMAN FACTORS 2024; 66:1703-1723. [PMID: 36916743 DOI: 10.1177/00187208231162453] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
OBJECTIVE The current paper conducted two parallel studies to explore user experiences of well-being conversational agents (CAs) and identify important features for engagement. BACKGROUND Students transitioning into university life take on greater responsibility, yet tend to sacrifice healthy behaviors to strive for academic and financial gain. Additionally, students faced an unprecedented pandemic, leading to remote courses and reduced access to healthcare services. One tool designed to improve healthcare accessibility is well-being CAs. CAs have addressed mental health support in the general population but have yet to address physical well-being support and accessibility to those in disadvantaged socio-economic backgrounds where healthcare access is further limited. METHOD Study One comprised a thematic analysis of mental health applications featuring CAs from the public forum, Reddit. Study Two explored emerging usability themes of an SMS-based CA designed to improve accessibility to well-being services alongside a commercially available CA, Woebot. RESULTS Study One identified several themes, including accessibility and availability, communication style, and anthropomorphism as important features. Study Two identified themes such as user response modality, perceived CA role, question specificity, and conversation flow control as critical for user engagement. CONCLUSION Various themes emerged from individuals' experiences regarding CA features, functionality, and responses. The mixed experiences relevant to the communication and conversational styles between the CA and the user suggest varied motivations for using CAs for mental and physical well-being. APPLICATION Practical recommendations to encourage continued use include providing dynamic response modalities, anthropomorphizing the chatbot, and calibrating expectations early.
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Affiliation(s)
- Liam Kettle
- Department of Psychology, George Mason University, Fairfax, VA, USA
| | - Yi-Ching Lee
- Department of Psychology, George Mason University, Fairfax, VA, USA
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Shahzad MF, Xu S, Lim WM, Yang X, Khan QR. Artificial intelligence and social media on academic performance and mental well-being: Student perceptions of positive impact in the age of smart learning. Heliyon 2024; 10:e29523. [PMID: 38665566 PMCID: PMC11043955 DOI: 10.1016/j.heliyon.2024.e29523] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Revised: 03/14/2024] [Accepted: 04/09/2024] [Indexed: 04/28/2024] Open
Abstract
The advancement of artificial intelligence (AI) and the ubiquity of social media have become transformative agents in contemporary educational ecosystems. The spotlight of this inquiry focuses on the nexus between AI and social media usage in relation to academic performance and mental well-being, and the role of smart learning in facilitating these relationships. Using partial least squares-structural equation modeling (PLS-SEM) on a sample of 401 Chinese university students. The study results reveal that both AI and social media have a positive impact on academic performance and mental well-being among university students. Furthermore, smart learning serves as a positive mediating variable, amplifying the beneficial effects of AI and social media on both academic performance and mental well-being. These revelations contribute to the discourse on technology-enhanced education, showing that embracing AI and social media can have a positive impact on student performance and well-being.
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Affiliation(s)
| | - Shuo Xu
- College of Economics and Management, Beijing University of Technology, Beijing, PR China
| | - Weng Marc Lim
- Sunway Business School, Sunway University, Sunway City, Selangor, Malaysia
- School of Business, Law and Entrepreneurship, Swinburne University of Technology, Hawthorn, Victoria, Australia
- Design and Arts, Swinburne University of Technology, Kuching, Sarawak, Malaysia
| | - Xingbing Yang
- Beijing Yuchehang Information Technology Co., Ltd, Beijing, 100089, PR China
| | - Qasim Raza Khan
- Department of Management Sciences, COMSATS University Islamabad, Lahore Campus, Pakistan
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Schippers MC, Ioannidis JPA, Luijks MWJ. Is society caught up in a Death Spiral? Modeling societal demise and its reversal. FRONTIERS IN SOCIOLOGY 2024; 9:1194597. [PMID: 38533441 PMCID: PMC10964949 DOI: 10.3389/fsoc.2024.1194597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Accepted: 02/19/2024] [Indexed: 03/28/2024]
Abstract
Just like an army of ants caught in an ant mill, individuals, groups and even whole societies are sometimes caught up in a Death Spiral, a vicious cycle of self-reinforcing dysfunctional behavior characterized by continuous flawed decision making, myopic single-minded focus on one (set of) solution(s), denial, distrust, micromanagement, dogmatic thinking and learned helplessness. We propose the term Death Spiral Effect to describe this difficult-to-break downward spiral of societal decline. Specifically, in the current theory-building review we aim to: (a) more clearly define and describe the Death Spiral Effect; (b) model the downward spiral of societal decline as well as an upward spiral; (c) describe how and why individuals, groups and even society at large might be caught up in a Death Spiral; and (d) offer a positive way forward in terms of evidence-based solutions to escape the Death Spiral Effect. Management theory hints on the occurrence of this phenomenon and offers turn-around leadership as solution. On a societal level strengthening of democracy may be important. Prior research indicates that historically, two key factors trigger this type of societal decline: rising inequalities creating an upper layer of elites and a lower layer of masses; and dwindling (access to) resources. Historical key markers of societal decline are a steep increase in inequalities, government overreach, over-integration (interdependencies in networks) and a rapidly decreasing trust in institutions and resulting collapse of legitimacy. Important issues that we aim to shed light on are the behavioral underpinnings of decline, as well as the question if and how societal decline can be reversed. We explore the extension of these theories from the company/organization level to the society level, and make use of insights from both micro-, meso-, and macro-level theories (e.g., Complex Adaptive Systems and collapsology, the study of the risks of collapse of industrial civilization) to explain this process of societal demise. Our review furthermore draws on theories such as Social Safety Theory, Conservation of Resources Theory, and management theories that describe the decline and fall of groups, companies and societies, as well as offer ways to reverse this trend.
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Affiliation(s)
- Michaéla C. Schippers
- Department of Organisation and Personnel Management, Rotterdam School of Management, Erasmus University Rotterdam, Rotterdam, Netherlands
| | - John P. A. Ioannidis
- Department of Medicine, Stanford University, Stanford, CA, United States
- Department of Epidemiology and Population Health, Stanford University, Stanford, CA, United States
- Department of Biomedical Data Science, Stanford University, Stanford, CA, United States
- Department of Statistics, Stanford University, Stanford, CA, United States
- Meta-Research Innovation Center at Stanford, Stanford University, Stanford, CA, United States
| | - Matthias W. J. Luijks
- Department of History of Philosophy, Faculty of Philosophy, University of Groningen, Groningen, Netherlands
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Rezende F, Oliveira BMPM, Poínhos R. Assessment of Intuitive Eating and Mindful Eating among Higher Education Students: A Systematic Review. Healthcare (Basel) 2024; 12:572. [PMID: 38470683 PMCID: PMC10931607 DOI: 10.3390/healthcare12050572] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2024] [Revised: 02/28/2024] [Accepted: 02/28/2024] [Indexed: 03/14/2024] Open
Abstract
BACKGROUND The role of mindful eating (ME) and intuitive eating (IE) in improving eating behavior, diet quality, and health is an area of increasing interest. OBJECTIVE The objective of this review was to identify the instruments used to assess ME and IE among higher education students and outcomes related to these dimensions. METHODS This review was carried out according to the PRISMA statement, through systematic searches in PubMed, Web of Science, PsycInfo, and Scopus. The inclusion criteria selected for higher education students, levels of ME and/or IE reported, and observational and clinical studies. The exclusion criteria selected against reviews, qualitative studies, and case studies. Quality was assessed using the Academy of Nutrition and Dietetics Quality Criteria Checklist. RESULTS A total of 516 initial records were identified, from which 75 were included. Cross-sectional studies were the most common research design (86.7%). Most studies were conducted with samples that were predominantly female (90.7%), White (76.0%), aged 18 to 22 years (88.4%), with BMI < 25 kg/m2 (83.0%), and in the United States (61.3%). The Intuitive Eating Scale (IES), the Mindful Eating Questionnaire (MEQ), and their different versions were the most used instruments. The outcomes most studies included were eating behavior and disorders (77.3%), anthropometric assessments (47.8%), mental health (42.0%), and body image (40.6%). Regarding the quality of studies, 34.7% of studies were assigned a positive, 1.3% a negative, and 64.0% a neutral rate. CONCLUSIONS IES and MEQ were the most used instruments. RCT and cohort studies are scarce, and future research with a higher level of quality is needed, especially on the topics of food consumption, diet quality, and biochemical markers.
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Affiliation(s)
- Fabiane Rezende
- Faculty of Nutrition and Food Sciences, University of Porto (FCNAUP), Rua do Campo Alegre 823, 4150-180 Porto, Portugal;
| | - Bruno M. P. M. Oliveira
- Laboratory of Artificial Intelligence and Decision Support, Institute for Systems and Computer Engineering, Technology and Science (LIIAD, INESC-TEC), 4200-465 Porto, Portugal;
| | - Rui Poínhos
- Faculty of Nutrition and Food Sciences, University of Porto (FCNAUP), Rua do Campo Alegre 823, 4150-180 Porto, Portugal;
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Khan M, Perwez SK, Gaddam RP, Aiswarya R, Abrar Basha M, Malas A, Haque S, Ahmad F. Mind Matters: Exploring the Intersection of Psychological Factors and Cognitive Abilities of University Students by Using ANN Model. Neuropsychiatr Dis Treat 2024; 20:137-148. [PMID: 38282834 PMCID: PMC10813253 DOI: 10.2147/ndt.s436975] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/10/2023] [Accepted: 12/23/2023] [Indexed: 01/30/2024] Open
Abstract
Purpose While previous studies have suggested close association of psychological variables of students withtheir higher-order cognitive abilities, such studies have largely been lacking for third world countries like India, with their unique socio-economic-cultural set of challenges. We aimed to investigate the relationship between psychological variables (depression, anxiety and stress) and cognitive functions among Indian students, and to predict cognitive performance as a function of these variables. Patients and Methods Four hundred and thirteen university students were systematically selected using purposive sampling. Widely used and validated offline questionnaires were used to assess their psychological and cognitive statuses. Correlational analyses were conducted to examine the associations between these variables. An Artificial Neural Network (ANN) model was applied to predict cognitive levels based on the scores of psychological variables. Results Correlational analyses revealed negative correlations between emotional distress and cognitive functioning. Principal Component Analysis (PCA) reduced the dimensionality of the input data, effectively capturing the variance with fewer features. The feature weight analysis indicated a balanced contribution of each mental health symptom, with particular emphasis on one of the symptoms. The ANN model demonstrated moderate predictive performance, explaining a portion of the variance in cognitive levels based on the psychological variables. Conclusion The study confirms significant associations between emotional statuses of university students with their cognitive abilities. Specifically, we provide evidence for the first time that in Indian students, self-reported higher levels of stress, anxiety, and depression are linked to lower performance in cognitive tests. The application of PCA and feature weight analysis provided deeper insights into the structure of the predictive model. Notably, use of the ANN model provided insights into predicting these cognitive domains as a function of the emotional attributes. Our results emphasize the importance of addressing mental health concerns and implementing interventions for the enhancement of cognitive functions in university students.
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Affiliation(s)
- Mohsin Khan
- Department of Commerce, School of Social Science and Languages, Vellore Institute of Technology, Vellore, India
| | | | - Rahul Paul Gaddam
- VIT Business School, Vellore Institute of Technology, Vellore, India
| | - Rabuni Aiswarya
- VIT Business School, Vellore Institute of Technology, Vellore, India
| | - Mohammed Abrar Basha
- School of Life Sciences, B.S Abdur Rahman Crescent Institute of Science & Technology, Chennai, India
| | - Abhradeep Malas
- Department of Biotechnology, School of Bio Sciences and Technology, Vellore Institute of Technology, Vellore, India
| | - Shafiul Haque
- Research and Scientific Studies Unit, College of Nursing and Allied Health Sciences, Jazan University, Jazan, Saudi Arabia
- Gilbert and Rose-Marie Chagoury School of Medicine, Lebanese American University, Beirut, Lebanon
- Centre of Medical and Bio-Allied Health Sciences Research, Ajman University, Ajman, United Arab Emirates
| | - Faraz Ahmad
- Department of Biotechnology, School of Bio Sciences and Technology, Vellore Institute of Technology, Vellore, India
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Juszczyk-Kalina A, Holas P, Farchione TJ. Effectiveness and mediators of change of an online CBT intervention for students with adjustment disorder-study protocol for a randomized controlled trial. Trials 2023; 24:777. [PMID: 38041148 PMCID: PMC10691050 DOI: 10.1186/s13063-023-07744-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2023] [Accepted: 10/24/2023] [Indexed: 12/03/2023] Open
Abstract
BACKGROUND Adjustment problems and disorders are highly prevalent among university students worldwide. These problems can cause significant interference in academic and social functioning and increase vulnerability to other mental health disorders. Unfortunately, only half of students in need receive psychological help. Furthermore, few studies have evaluated psychological interventions for adjustment disorders in students. New, more scalable forms of treatment for students with an adjustment disorder need to be developed, evaluated, and implemented. The study aims to determine the effectiveness of an online transdiagnostic cognitive behavioural intervention for students experiencing adjustment disorder and to assess mediators of change. METHOD/DESIGN In this three-arm randomized controlled trial, we plan to recruit 214 Polish students diagnosed with an adjustment disorder. Participants who meet initial eligibility criteria will be randomly assigned to one of three 6-week conditions: (1) online cognitive behavioural therapy intervention based on an existing, empirically supported transdiagnostic protocol, the unified protocol; (2) online progressive muscle relaxation training as an active control group; or (3) waiting-list control group. Both interventions are asynchronous, interactive, and include minimal amount of therapist support. Assessments will consist of self-report questionnaires, daily diary measures, and neurocognitive tasks for evaluating cognitive functioning. These will be conducted at baseline, post-treatment, and 1-month follow-up. Daily diary measures will be taken during the first and last week of treatment (or waitlist period). Primary outcome measures will include adjustment disorder severity; secondary outcome measures will consist of other negative (psychopathology: depression, anxiety, and stress) and positive (life satisfaction) indexes of mental health as well as process measures (e.g. mindfulness, experiential avoidance, cognitive fusion). DISCUSSION To our knowledge, the current study is the first to evaluate the effectiveness of a psychological intervention for students with adjustment disorder. Therefore, it may have important practical implications for students with this disorder. It can potentially guide the development of a scalable, validated treatment option. TRIAL REGISTRATION Clinical Trials, NCT05768308, registered 14 March 2023, https://www. CLINICALTRIALS gov/ct2/show/NCT05768308.
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Affiliation(s)
| | - P Holas
- Department of Psychology, University of Warsaw, Warsaw, Poland
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Dol A, van Strien T, Velthuijsen H, van Gemert-Pijnen L, Bode C. Preferences for coaching strategies in a personalized virtual coach for emotional eaters: an explorative study. Front Psychol 2023; 14:1260229. [PMID: 38034311 PMCID: PMC10687361 DOI: 10.3389/fpsyg.2023.1260229] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 11/01/2023] [Indexed: 12/02/2023] Open
Abstract
Objectives Emotional eating is recognized as a potential contributor to weight gain. Emotional eaters often hide their problems because of feelings of shame about their behavior, making it challenging to provide them with the necessary support. The introduction of a virtual coach might offer a potential solution in assisting them. To find out whether emotional eaters are receptive to online personalized coaching, we presented emotional eaters with two essential proto-typical problem situations for emotional eaters: "experiencing cravings" and "after giving in to cravings," and asked them whether they preferred one of the three coaching strategies presented: Validating, Focus-on-Change and Dialectical. Methods An experimental vignette study (2 × 3 design) was carried out. The vignettes featured two distinct personas, each representing one of the two common problem scenarios experienced by emotional eaters, along with three distinct coaching strategies for each scenario. To identify potential predictors for recognition of problem situations, questionnaires on emotional eating (DEBQ), personality traits (Big-5), well-being (PANAS), and BMI were administrated. Results A total of 62% of the respondents identified themselves with "after giving in to cravings" and 47% with "experiencing cravings." BMI, emotional eating and emotional stability appeared to be predictors in recognizing both the problem situations. In "experiencing cravings," the participating women preferred Dialectical and the Validation coaching strategies. In the "after giving in to cravings" condition, they revealed a preference for the Dialectical and the Focus-on-Change coaching strategies. Conclusion Using vignettes allowed a less threatening way of bringing up sensitive topics for emotional eaters. The personas representing the problem situations were reasonably well recognized. To further enhance this recognition, it is important for the design and content of the personas to be even more closely related to the typical problem scenarios of emotional eaters, rather than focusing on physical characteristics or social backgrounds. This way, users may be less distracted by these factors. With the knowledge gained about the predictors that may influence recognition of the problem situations, design for coaching can be more customized. The participants represented individuals with high emotional eating levels, enhancing external validity.
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Affiliation(s)
- Aranka Dol
- Department of Psychology, Health and Technology, University of Twente, Enschede, Netherlands
- Institute for Communication, Media & IT, Hanze University, Groningen, Netherlands
| | - Tatjana van Strien
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands
| | - Hugo Velthuijsen
- Institute for Communication, Media & IT, Hanze University, Groningen, Netherlands
| | | | - Christina Bode
- Department of Psychology, Health and Technology, University of Twente, Enschede, Netherlands
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Guo Y. Examining the Impact of Assistive Technology on Psychological Health, Family Education, and Curriculum Research in Japan: Insights from Artificial Intelligence. J Autism Dev Disord 2023:10.1007/s10803-023-06105-4. [PMID: 37740875 DOI: 10.1007/s10803-023-06105-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/08/2023] [Indexed: 09/25/2023]
Abstract
This study aims to analyze the effect of psychological health based on artificial intelligence agent technology on the implementation effect of Japanese family education. By combining mobile agent technology and education thought, the system structure and working mechanism of the education support system of agents are studied to build personalized support for the family education system based on mobile agents. A total of 320 Japanese middle school students were randomly divided into an experimental group and a control group, with 160 cases in each group. The control group received traditional family health education, while the experimental group received mental health education based on the Agent Technology family education system. The basic information and mental health scores of the two groups of students were compared. The results showed that there were no remarkable differences in the number of male and female cases, weight, height, average age, grade, home address, or family situation between groups (p > 0.05). The psychological health level of the experimental group was considerably superior to that of the control group regarding obsessional symptoms, interpersonal tension and sensitivity, depression, anxiety, learning pressure, maladaptation, emotional imbalance, and psychological imbalance (p < 0.05). In summary, compared with traditional family education, family education of the mental health education system based on agent technology can better improve the level of middle school students' mental health, which can improve student forced symptoms, interpersonal tension and sensitivity, depression, anxiety, learning pressure, maladjustment, emotional imbalance, psychological imbalance, and many other psychological states. Furthermore, personalized support for family education systems based on mobile agents has the advantages of autonomy, responsiveness, initiative, and mobility, which provides a new idea for family education.
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Affiliation(s)
- Yanqi Guo
- School of Foreign Languages, Northeast Normal University, Changchun, 130117, Jilin, China.
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Hammoudi Halat D, Soltani A, Dalli R, Alsarraj L, Malki A. Understanding and Fostering Mental Health and Well-Being among University Faculty: A Narrative Review. J Clin Med 2023; 12:4425. [PMID: 37445459 DOI: 10.3390/jcm12134425] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2023] [Revised: 06/17/2023] [Accepted: 06/21/2023] [Indexed: 07/15/2023] Open
Abstract
In recent years, there has been increasing recognition of mental health concerns in academia, with stress, burnout, anxiety, and depression being reported among faculty members. The demanding work environment, the need to balance personal and professional duties, and the constant pressure of productivity while navigating multiple tasks of teaching, research, mentorship, professional development, and service all impact the mental health and overall well-being of faculty. Higher education institutions have structurally changed as has the research landscape. These changes as well as faculty-specific and student-specific factors coupled to the effect of the COVID-19 pandemic have led to profound effects on the mental health of academics. This paper is a narrative review of the pertinent literature describing faculty mental health and well-being. It summarizes the available evidence on factors influencing faculty mental health and shows the prevalence of anxiety, depression, stress, and burnout among faculty from various academic fields and along the whole academic ladder. Using a suggested framework that collates the efforts of leaders and faculty, the paper concludes by exploring strategies that promote work-life balance among academics and suggesting effective interventions to improve their mental health outcomes.
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Affiliation(s)
- Dalal Hammoudi Halat
- Academic Quality Department, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Abderrezzaq Soltani
- Academic Quality Department, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Roua Dalli
- Academic Quality Department, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Lama Alsarraj
- Academic Quality Department, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Ahmed Malki
- Academic Quality Department, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
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Haque MDR, Rubya S. An Overview of Chatbot-Based Mobile Mental Health Apps: Insights From App Description and User Reviews. JMIR Mhealth Uhealth 2023; 11:e44838. [PMID: 37213181 DOI: 10.2196/44838] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2022] [Revised: 03/02/2023] [Accepted: 04/21/2023] [Indexed: 05/23/2023] Open
Abstract
BACKGROUND Chatbots are an emerging technology that show potential for mental health care apps to enable effective and practical evidence-based therapies. As this technology is still relatively new, little is known about recently developed apps and their characteristics and effectiveness. OBJECTIVE In this study, we aimed to provide an overview of the commercially available popular mental health chatbots and how they are perceived by users. METHODS We conducted an exploratory observation of 10 apps that offer support and treatment for a variety of mental health concerns with a built-in chatbot feature and qualitatively analyzed 3621 consumer reviews from the Google Play Store and 2624 consumer reviews from the Apple App Store. RESULTS We found that although chatbots' personalized, humanlike interactions were positively received by users, improper responses and assumptions about the personalities of users led to a loss of interest. As chatbots are always accessible and convenient, users can become overly attached to them and prefer them over interacting with friends and family. Furthermore, a chatbot may offer crisis care whenever the user needs it because of its 24/7 availability, but even recently developed chatbots lack the understanding of properly identifying a crisis. Chatbots considered in this study fostered a judgment-free environment and helped users feel more comfortable sharing sensitive information. CONCLUSIONS Our findings suggest that chatbots have great potential to offer social and psychological support in situations where real-world human interaction, such as connecting to friends or family members or seeking professional support, is not preferred or possible to achieve. However, there are several restrictions and limitations that these chatbots must establish according to the level of service they offer. Too much reliance on technology can pose risks, such as isolation and insufficient assistance during times of crisis. Recommendations for customization and balanced persuasion to inform the design of effective chatbots for mental health support have been outlined based on the insights of our findings.
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Affiliation(s)
- M D Romael Haque
- Department of Computer Science, Marquette University, Milwaukee, WI, United States
| | - Sabirat Rubya
- Department of Computer Science, Marquette University, Milwaukee, WI, United States
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Liu XQ, Guo YX, Xu Y. Risk factors and digital interventions for anxiety disorders in college students: Stakeholder perspectives. World J Clin Cases 2023; 11:1442-1457. [PMID: 36926387 PMCID: PMC10011984 DOI: 10.12998/wjcc.v11.i7.1442] [Citation(s) in RCA: 23] [Impact Index Per Article: 23.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Revised: 01/06/2023] [Accepted: 02/10/2023] [Indexed: 03/02/2023] Open
Abstract
The worldwide prevalence of anxiety disorders among college students is high, which negatively affects countries, schools, families, and individual students to varying degrees. This paper reviews the relevant literature regarding risk factors and digital interventions for anxiety disorders among college students from the perspectives of different stakeholders. Risk factors at the national and societal levels include class differences and the coronavirus disease 2019 pandemic. College-level risk factors include the indoor environment design of the college environment, peer relationships, student satisfaction with college culture, and school functional levels. Family-level risk factors include parenting style, family relationship, and parental level of education. Individual-level risk factors include biological factors, lifestyle, and personality. Among the intervention options for college students' anxiety disorders, in addition to traditional cognitive behavioral therapy, mindfulness-based interventions, psychological counseling, and group counseling, digital mental health interventions are increasingly popular due to their low cost, positive effect, and convenient diagnostics and treatment. To better apply digital intervention to the prevention and treatment of college students' anxiety, this paper suggests that the different stakeholders form a synergy among themselves. The nation and society should provide necessary policy guarantees, financial support, and moral and ethical supervision for the prevention and treatment of college students' anxiety disorders. Colleges should actively participate in the screening and intervention of college students' anxiety disorders. Families should increase their awareness of college students' anxiety disorders and take the initiative to study and understand various digital intervention methods. College students with anxiety disorders should actively seek psychological assistance and actively accept and participate in digital intervention projects and services. We believe that in the future, the application of methods such as big data and artificial intelligence to improve digital interventions and provide individualized treatment plans will become the primary means of preventing and treating anxiety disorders among college students.
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Affiliation(s)
- Xin-Qiao Liu
- School of Education, Tianjin University, Tianjin 300350, China
| | - Yu-Xin Guo
- School of Education, Tianjin University, Tianjin 300350, China
| | - Yi Xu
- School of Education, Tianjin University, Tianjin 300350, China
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Pellerone M, Martinez Torvisco J, Razza SG, Lo Piccolo A, Guarnera M, La Rosa VL, Commodari E. Relational Competence, School Adjustment and Emotional Skills: A Cross-Sectional Study in a Group of Junior and High School Students of the Sicilian Hinterland. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:2182. [PMID: 36767549 PMCID: PMC9915881 DOI: 10.3390/ijerph20032182] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Revised: 01/16/2023] [Accepted: 01/22/2023] [Indexed: 06/18/2023]
Abstract
Research has demonstrated the influence of emotional adjustment on the manifestation of problematic behaviors in adolescence, especially during the COVID-19 pandemic. The aim of the present research is to investigate the role of self-esteem and relational skills on school performance in a group of middle and high school students during the COVID-19 period. The research involved 392 students, aged between 11 and 20 (M = 13.78; S.D. = 2.56). Participants completed the following instruments: an anamnestic constructed ad hoc questionnaire; the Interpersonal Relationships Test, in order to evaluate the perception of adolescents concerning the quality of their relationships in social, family and school contexts; and the Multidimensional Test of Self-Esteem, structured in six scales, which coincide with the dimensions considered constitutive of self-esteem. The preliminary data have shown how the older girls, attending the high school, tend to manifest a higher level of social competence with peer group and teachers. Furthermore, the perception of a reduced emotional self-efficacy but an elevated environmental control and good interpersonal skills seem to predict the school adjustment. Understanding adolescents' perceptions of difficulties and their social support networks can offer some insight into how major social changes can be associated with individual well-being, especially during the COVID-19 pandemic.
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Affiliation(s)
- Monica Pellerone
- Faculty of Human and Social Sciences, Kore University of Enna, 94100 Enna, Italy
| | - Juan Martinez Torvisco
- Department of Psicología Cognitiva, Socialy Organizacional, Universidad de La Laguna, 38071 San Cristóbal de La Laguna, Spain
| | - Stesy Giuseppa Razza
- Faculty of Human and Social Sciences, Kore University of Enna, 94100 Enna, Italy
| | - Alessandra Lo Piccolo
- Faculty of Humanities, Foreign Language and Education, Kore University of Enna, 94100 Enna, Italy
| | - Maria Guarnera
- Faculty of Human and Social Sciences, Kore University of Enna, 94100 Enna, Italy
| | | | - Elena Commodari
- Department of Educational Sciences, University of Catania, 95125 Catania, Italy
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Tkácová H, Pavlíková M, Stranovská E, Králik R. Individual (Non) Resilience of University Students to Digital Media Manipulation after COVID-19 (Case Study of Slovak Initiatives). INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1605. [PMID: 36674358 PMCID: PMC9863440 DOI: 10.3390/ijerph20021605] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/08/2022] [Revised: 01/04/2023] [Accepted: 01/13/2023] [Indexed: 06/17/2023]
Abstract
The starting point of this theoretical article is the presentation of the issue of media manipulation in the contemporary digital media environment. The theoretical part is followed by a description and analysis of selected factors that create a belief of the individual's resilience to digital media manipulative elements. Among the seven researched factors of an individual's (non) resilience to digital media manipulation, we include: media illiteracy/literacy, thought activity/laziness, searching/not searching for "consensus" in the media, not emphasizing/emphasizing emotions, non-reliance/reliance on own intuition, non-credibility/credibility in the opinion of celebrities and automatic distrust/trust of recipients in the information presented in the media and others. We do not see the presence of manipulative elements in digital media as the main danger (manipulation is always in a sense part of the media message), nor the fact that manipulative elements have an effect on individuals (media-manipulative and non-manipulative-effects cannot be doubted). In our opinion, the very significant risk is the fact that the media message is followed by a false belief of the recipient's own "immunity" against (covert and overt) media manipulation. The result of this false notion is the individual's belief that manipulation in digital media content does not "affect" him ("I can easily recognize media manipulation") and does not "touch" him ("It can't happen to me"). Such a person then resembles a "house on the sand", as his opinions, arguments or beliefs quickly collapse under the onslaught of five skills: challenges in the context of media literacy, critical thinking, strategies for verifying the credibility of information sources, the rational assessment of issues and reflection of reality. This original research article is a qualitative analysis of the legacy of ten Slovak educational initiatives focused on the issue of education in the context of media manipulation. The analysis focuses on the role of individual risk factors associated with resilience. The conclusion of the analysis is the elaboration of a positive proposal for the researched issue.
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Affiliation(s)
- Hedviga Tkácová
- Department of Journalism, Faculty of Arts and Letters, The Catholic University in Ruzomberok, 034 01 Ruzomberok, Slovakia
| | - Martina Pavlíková
- Department of Journalism, Faculty of Arts, Constantine the Philosopher University in Nitra, 949 74 Nitra, Slovakia
| | - Eva Stranovská
- Department of Romance and German Studies, Faculty of Arts, Constantine the Philosopher University in Nitra, 949 74 Nitra, Slovakia
| | - Roman Králik
- Department of Russian Language, Peoples’ Friendship University of Russia (RUDN University), 117198 Moscow, Russia
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Han JW, Park J, Lee H. Analysis of the effect of an artificial intelligence chatbot educational program on non-face-to-face classes: a quasi-experimental study. BMC MEDICAL EDUCATION 2022; 22:830. [PMID: 36457086 PMCID: PMC9713176 DOI: 10.1186/s12909-022-03898-3] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2022] [Accepted: 11/16/2022] [Indexed: 05/30/2023]
Abstract
BACKGROUND Education and training are needed for nursing students using artificial intelligence-based educational programs. However, few studies have assessed the effect of using chatbots in nursing education. OBJECTIVES This study aimed to develop and examine the effect of an artificial intelligence chatbot educational program for promoting nursing skills related to electronic fetal monitoring in nursing college students during non-face-to-face classes during the COVID-19 pandemic. DESIGN This quasi-experimental study used a nonequivalent control group non-synchronized pretest-posttest design. METHODS The participants were 61 junior students from a nursing college located in G province of South Korea. Data were collected between November 3 and 16, 2021, and analyzed using independent t-tests. RESULTS The experimental group-in which the artificial intelligence chatbot program was applied-did not show statistically significant differences in knowledge (t = -0.58, p = .567), clinical reasoning competency (t = 0.75, p = .455), confidence (t = 1.13, p = .264), and feedback satisfaction (t = 1.72, p = .090), compared with the control group; however, its participants' interest in education (t = 2.38, p = .020) and self-directed learning (t = 2.72, p = .006) were significantly higher than those in the control group. CONCLUSION The findings of our study highlighted the potential of artificial intelligence chatbot programs as an educational assistance tool to promote nursing college students' interest in education and self-directed learning. Moreover, such programs can be effective in enhancing nursing students' skills in non-face-to face-situations caused by the ongoing COVID-19 pandemic.
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Affiliation(s)
- Jeong-Won Han
- College of Nursing Science, Kyung Hee University, 26 Kyunghee-Daero, Dongdaemun-Gu, Seoul, 02447, Republic of Korea
| | - Junhee Park
- College of Nursing Science, Dongnam Health University, 50, Cheoncheon-Ro 74Beon-Gil, Jangan-Gu, Suwon-Si, Gyeonggi-Do, 16323, Republic of Korea
| | - Hanna Lee
- Department of Nursing, Gangneung-Wonju National University, 150 Namwon-Ro, Heungeop-Myeon, Wonju-Si, Gangwon-Do, 26403, Republic of Korea.
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15
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Ang WHD, Chew HSJ, Ong YHN, Zheng ZJ, Shorey S, Lau Y. Becoming More Resilient during COVID-19: Insights from a Process Evaluation of Digital Resilience Training. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:12899. [PMID: 36232196 PMCID: PMC9564846 DOI: 10.3390/ijerph191912899] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Revised: 10/01/2022] [Accepted: 10/05/2022] [Indexed: 05/17/2023]
Abstract
Resilience training is gaining attention as a strategy to build students' resistance to adversity and promote their mental well-being. However, owing to inconsistencies and variations in the content and delivery of resilience training, more work is needed to examine students' experiences and preferences to address issues relating to intervention fidelity. This study adopted a qualitative approach in exploring students' experience of synchronous and asynchronous versions of a digital resilience training program. Seventeen students were interviewed using a semi-structured virtual face-to-face interview via Zoom. The thematic analyses unveiled four themes: embarking on a journey toward resilience, discovering strategies to develop resilience, finding a balance to benefit from resilience skill enhancement, and instilling resilience in the everyday. Future resilience training should consider students' workload and interactivity to enhance their engagement. As being resilient is associated with better mental well-being, the findings of this study may support the development of future wellness programs.
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Affiliation(s)
- Wei How Darryl Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119077, Singapore
| | - Han Shi Jocelyn Chew
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119077, Singapore
| | | | - Zhongjia James Zheng
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119077, Singapore
| | - Shefaly Shorey
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119077, Singapore
| | - Ying Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119077, Singapore
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Schippers MC, Ioannidis JPA, Joffe AR. Aggressive measures, rising inequalities, and mass formation during the COVID-19 crisis: An overview and proposed way forward. Front Public Health 2022; 10:950965. [PMID: 36159300 PMCID: PMC9491114 DOI: 10.3389/fpubh.2022.950965] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2022] [Accepted: 07/25/2022] [Indexed: 01/24/2023] Open
Abstract
A series of aggressive restrictive measures were adopted around the world in 2020-2022 to attempt to prevent SARS-CoV-2 from spreading. However, it has become increasingly clear the most aggressive (lockdown) response strategies may involve negative side-effects such as a steep increase in poverty, hunger, and inequalities. Several economic, educational, and health repercussions have fallen disproportionately on children, students, young workers, and especially on groups with pre-existing inequalities such as low-income families, ethnic minorities, and women. This has led to a vicious cycle of rising inequalities and health issues. For example, educational and financial security decreased along with rising unemployment and loss of life purpose. Domestic violence surged due to dysfunctional families being forced to spend more time with each other. In the current narrative and scoping review, we describe macro-dynamics that are taking place because of aggressive public health policies and psychological tactics to influence public behavior, such as mass formation and crowd behavior. Coupled with the effect of inequalities, we describe how these factors can interact toward aggravating ripple effects. In light of evidence regarding the health, economic and social costs, that likely far outweigh potential benefits, the authors suggest that, first, where applicable, aggressive lockdown policies should be reversed and their re-adoption in the future should be avoided. If measures are needed, these should be non-disruptive. Second, it is important to assess dispassionately the damage done by aggressive measures and offer ways to alleviate the burden and long-term effects. Third, the structures in place that have led to counterproductive policies should be assessed and ways should be sought to optimize decision-making, such as counteracting groupthink and increasing the level of reflexivity. Finally, a package of scalable positive psychology interventions is suggested to counteract the damage done and improve humanity's prospects.
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Affiliation(s)
- Michaéla C. Schippers
- Department of Technology and Operations Management, Rotterdam School of Management, Erasmus University Rotterdam, Rotterdam, Netherlands,*Correspondence: Michaéla C. Schippers
| | - John P. A. Ioannidis
- Department of Medicine, Stanford University, Stanford, CA, United States,Department of Epidemiology and Population Health, Stanford University, Stanford, CA, United States,Department of Biomedical Data Science, Stanford University, Stanford, CA, United States,Department of Statistics, Stanford University, Stanford, CA, United States,Meta-Research Innovation Center at Stanford (METRICS), Stanford University, Stanford, CA, United States
| | - Ari R. Joffe
- Division of Critical Care Medicine, Department of Pediatrics, Stollery Children's Hospital, University of Alberta, Edmonton, AB, Canada,John Dossetor Health Ethics Center, University of Alberta, Edmonton, AB, Canada
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Psychosocial Factors as Mediator to Food Security Status and Academic Performance among University Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19095535. [PMID: 35564930 PMCID: PMC9100470 DOI: 10.3390/ijerph19095535] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/06/2022] [Revised: 04/23/2022] [Accepted: 04/27/2022] [Indexed: 11/17/2022]
Abstract
The interrelation between food security, academic performance, and psychosocial factors remains unclear. This study aims to identify psychosocial factors as mediators of food security status and academic performance among university students at one of Malaysia’s public universities. Respondents included 663 bachelor’s degree students from seven randomly selected programmes at the university. Data on demographic and socioeconomic characteristics, food security status (US Adult Food Security Survey Module, FSSM), psychosocial factors (DASS-21), and academic performance were collected using an online survey. The SPSS PROCESS macro was used to perform mediation analysis. The result (β = −0.0182, p < 0.001) indicates that food insecurity is associated with poor academic performance. As well as that, an increase in anxiety (β = −0.0027, p < 0.05) and depression (β = −0.0025, p < 0.05) was significant associated with a decrease in academic performance. Furthermore, anxiety and depression serve as significant mediators in the relationship between food security and academic performance. Alleviating food insecurity is not only a way to improve academic performance; it can also improve academic performance by reducing anxiety and depression.
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18
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Chen S, van der Meij L, van Zyl LE, Demerouti E. The Life Crafting Scale: Development and Validation of a Multi-Dimensional Meaning-Making Measure. Front Psychol 2022; 13:795686. [PMID: 35330727 PMCID: PMC8940191 DOI: 10.3389/fpsyg.2022.795686] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2021] [Accepted: 01/11/2022] [Indexed: 12/27/2022] Open
Abstract
Finding meaning in our lives is a central tenet to the human experience and a core contributor to mental health. Individuals tend to actively seek the sources of meaning in their lives or consciously enact efforts to create or "craft" meaning in different life domains. These overall "Life Crafting" behaviors refer to the conscious efforts individuals exert to create meaning in their lives through (a) cognitively (re-)framing how they view life, (b) seeking social support systems to manage life challenges, and (c) actively seeking challenges to facilitate personal growth. Specifically, these behaviors are actioned to better align life goals, personal needs, values, and capabilities. However, no psychological assessment instrument currently exists to measure overall life crafting. As such, the purpose of this paper was twofold: to conceptualize life crafting and to develop, validate and evaluate a robust measure of overall life crafting. A mixed-method, multi-study research design was employed. First, nine participants were interviewed to determine the methods or techniques used to craft meaningful life experiences. These methods/techniques were used as indicators to create an initial item pool which was then reviewed by a panel of experts to ensure face validity. Second, in Study 1, the factorial structure of the instrument was explored by gathering data from a convenience sample (N = 331), with the results showing support for a three-factor structure of life crafting, consisting of (a) cognitive crafting, (b) seeking social support, and (c) seeking challenges. Finally, in Study 2 (N = 362), the aim was to confirm the factorial structure of the Life Crafting scale and to determine its level of internal consistency, partial measurement invariance across genders, and criterion validity [meaning in life (β = 0.91), mental health (β = 0.91), work engagement (β = 0.54), and job burnout (β = -0.42)]. The results supported a second-order factorial model of Life Crafting, which comprised of three first-order factors (cognitive crafting, seeking social support, and seeking challenges). Therefore, the Life Crafting Scale can be used as a valid and reliable instrument to measure- and track the effectiveness of life crafting interventions.
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Affiliation(s)
- Shi Chen
- Human Performance Management Group, Department of Industrial Engineering and Innovation Sciences, University of Eindhoven, Eindhoven, Netherlands
| | - Leander van der Meij
- Human Performance Management Group, Department of Industrial Engineering and Innovation Sciences, University of Eindhoven, Eindhoven, Netherlands
| | - Llewellyn E. van Zyl
- Human Performance Management Group, Department of Industrial Engineering and Innovation Sciences, University of Eindhoven, Eindhoven, Netherlands
- Optentia Research Focus Area, North-West University (VTC), Vanderbijlpark, South Africa
- Department of Human Resource Management, University of Twente, Enschede, Netherlands
- Department of Social Psychology, Institut für Psychologie, Goethe University, Frankfurt am Main, Germany
| | - Evangelia Demerouti
- Human Performance Management Group, Department of Industrial Engineering and Innovation Sciences, University of Eindhoven, Eindhoven, Netherlands
- Department of Industrial Psychology and People Management, University of Johannesburg, Johannesburg, South Africa
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19
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Wang Y, Xia M, Guo W, Xu F, Zhao Y. Academic performance under COVID-19: The role of online learning readiness and emotional competence. CURRENT PSYCHOLOGY 2022; 42:1-14. [PMID: 35039738 PMCID: PMC8755984 DOI: 10.1007/s12144-022-02699-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/02/2022] [Indexed: 01/23/2023]
Abstract
The COVID-19 pandemic caused school closures and social isolation, which created both learning and emotional challenges for adolescents. Schools worked hard to move classes online, but less attention was paid to whether students were cognitively and emotionally ready to learn effectively in a virtual environment. This study focused on online learning readiness and emotional competence as key constructs to investigate their implications for students' academic performance during the COVID-19 period. Two groups of students participated in this study, with 1,316 high school students (Mean age = 16.32, SD = 0.63) representing adolescents and 668 college students (Mean age = 20.20, SD = 1.43) representing young adults. Structural equation modeling was conducted to explore the associations among online learning readiness, emotional competence, and online academic performance during COVID-19 after controlling for pre-COVID-19 academic performance. The results showed that, for high school students, both online learning readiness and emotional competence were positively associated with online academic performance during COVID-19. However, for college students, only online learning readiness showed a significant positive relationship with online academic performance during COVID-19. These results demonstrated that being ready to study online and having high emotional competence could make adolescents more resilient toward COVID-19-related challenges and help them learn more effectively online. This study also highlighted different patterns of associations among cognitive factors, emotional factors, and online academic performance during COVID-19 in adolescence and young adulthood. Developmental implications were also discussed.
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Affiliation(s)
- Yurou Wang
- University of Alabama, Tuscaloosa, AL 35487 USA
| | - Mengya Xia
- University of Alabama, Tuscaloosa, AL 35487 USA
| | - Wenjing Guo
- University of Alabama, Tuscaloosa, AL 35487 USA
| | - Fangjie Xu
- Beijing Normal University, Beijing, China
| | - Yadan Zhao
- Dalian Neusoft University of Information, Dalian, China
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20
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Using AI chatbots to provide self-help depression interventions for university students: A randomized trial of effectiveness. Internet Interv 2022; 27:100495. [PMID: 35059305 PMCID: PMC8760455 DOI: 10.1016/j.invent.2022.100495] [Citation(s) in RCA: 20] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Revised: 12/14/2021] [Accepted: 01/04/2022] [Indexed: 12/12/2022] Open
Abstract
BACKGROUND Depression impacts the lives of a large number of university students. Mobile-based therapy chatbots are increasingly being used to help young adults who suffer from depression. However, previous trials have short follow-up periods. Evidence of effectiveness in pragmatic conditions are still in lack. OBJECTIVE This study aimed to compare chatbot therapy to bibliotherapy, which is a widely accepted and proven-useful self-help psychological intervention. The main objective of this study is to add to the evidence of effectiveness for chatbot therapy as a convenient, affordable, interactive self-help intervention for depression. METHODS An unblinded randomized controlled trial with 83 university students was conducted. The participants were randomly assigned to either a chatbot test group (n = 41) to receive a newly developed chatbot-delivered intervention, or a bibliotherapy control group (n = 42) to receive a minimal level of bibliotherapy. A set of questionnaires was implemented as measurements of clinical variables at baseline and every 4 weeks for a period of 16 weeks, which included the Patient Health Questionnaire-9 (PHQ-9), the Generalized Anxiety Disorder scale (GAD-7), the Positive and Negative Affect Scale (PANAS). The Client Satisfaction Questionnaire-8 (CSQ-8) and the Working Alliance Inventory-Short Revised (WAI-SR) were used to measure satisfaction and therapeutic alliance after the intervention. Participants' self-reported adherence and feedback on the therapy chatbot were also collected. RESULTS Participants were all university students (undergraduate students (n = 31), postgraduate students (n = 52)). They were between 19 and 28 years old (mean = 23.08, standard deviation (SD) = 1.76) and 55.42% (46/83) female. 24.07% (20/83) participants were lost to follow-up. No significant group difference was found at baseline. In the intention-to-treat analysis, individuals in the chatbot test group showed a significant reduction in the PHQ-9 scores (F = 22.89; P < 0.01) and the GAD-7 scores (F = 5.37; P = 0.02). Follow-up analysis of completers suggested that the reduction of anxiety was significant only in the first 4 weeks. The WAI-SR scores in the chatbot group were higher compared to the bibliotherapy group (t = 7.29; P < 0.01). User feedback showed that process factors were more influential than the content factors. CONCLUSIONS The chatbot-delivered self-help depression intervention was proven to be superior to the minimal level of bibliotherapy in terms of reduction on depression, anxiety, and therapeutic alliance achieved with participants.
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Key Words
- AI Artificial Intelligence
- AI, Artificial Intelligence
- ANCONA, Analysis of Covariance
- ANOVA, Analysis of Variance
- CBT, Cognitive Behavioral Therapy
- CSQ-8, the Client Satisfaction Questionnaires-8
- DPO, Dialogue Policy Optimization
- DST, Dialogue Status Tracking
- GAD-7, the Generalized Anxiety Disorder Scale-7 (GAD-7)
- IPI, Internet-based Psychological Interventions
- ITT, Intent-to-Treat
- PANAS, the Positive and Negative Affect Schedule (PANAS) (Watson et al., 19s88)
- PHQ-9, the Patient Health Questionnaires-9
- Public health informatics
- SD, Standard Deviation
- WAI-SR, the Working Alliance Inventory-Short Revised
- mHealth
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Pei L. Exploring mental health stigma among chinese-english bilinguals: Dual-process model of emotional competence, flipped learning readiness, and academic performance in Mainland Chinese Universities. Front Psychiatry 2022; 13:1001796. [PMID: 36172508 PMCID: PMC9510639 DOI: 10.3389/fpsyt.2022.1001796] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/24/2022] [Accepted: 08/16/2022] [Indexed: 11/21/2022] Open
Abstract
Due to severe global competition and performance-related academic challenges, Chinese students are compelled to learn English and become bilinguals despite their non-English majors. Consequently, these students frequently experience psychological issues, including mental health stigma. Hence, the present study aims to explore the psychological factors associated with the academic performance of Chinese-English bilinguals as an outcome of their emotional competence, flipped learning readiness, and mental health stigma. Drawing on data from 448 Chinese-English bilingual students in universities in mainland China, the results based on structural equation modeling (SEM) indicated that their academic performance, flipped learning readiness, and emotional competence are negatively influenced by their mental health stigma. Moreover, the findings also validate that both flipped learning readiness and emotional competence significantly mediate the indirect effects of mental health stigma on the academic performance of bilinguals. The study's implications offer new and compelling evidence on the primary issue of mental health stigma among Gen Z bilingual students to raise deterrence against this psychological menace through collaboration across policymakers, academics, and mental healthcare providers.
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Affiliation(s)
- Lihua Pei
- Faulty of International Studies, Henan Normal University, Xinxiang, China
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22
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Kumar JA. Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course. INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION 2021; 18:65. [PMID: 34926790 PMCID: PMC8670881 DOI: 10.1186/s41239-021-00302-w] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2021] [Accepted: 09/23/2021] [Indexed: 06/02/2023]
Abstract
Educational chatbots (ECs) are chatbots designed for pedagogical purposes and are viewed as an Internet of Things (IoT) interface that could revolutionize teaching and learning. These chatbots are strategized to provide personalized learning through the concept of a virtual assistant that replicates humanized conversation. Nevertheless, in the education paradigm, ECs are still novel with challenges in facilitating, deploying, designing, and integrating it as an effective pedagogical tool across multiple fields, and one such area is project-based learning. Therefore, the present study investigates how integrating ECs to facilitate team-based projects for a design course could influence learning outcomes. Based on a mixed-method quasi-experimental approach, ECs were found to improve learning performance and teamwork with a practical impact. Moreover, it was found that ECs facilitated collaboration among team members that indirectly influenced their ability to perform as a team. Nevertheless, affective-motivational learning outcomes such as perception of learning, need for cognition, motivation, and creative self-efficacy were not influenced by ECs. Henceforth, this study aims to add to the current body of knowledge on the design and development of EC by introducing a new collective design strategy and its pedagogical and practical implications.
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Affiliation(s)
- Jeya Amantha Kumar
- Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Minden, Pulau Pinang Malaysia
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23
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Lin YS, Lai YH. Analysis of AI Precision Education Strategy for Small Private Online Courses. Front Psychol 2021; 12:749629. [PMID: 34858279 PMCID: PMC8631353 DOI: 10.3389/fpsyg.2021.749629] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2021] [Accepted: 09/27/2021] [Indexed: 11/13/2022] Open
Abstract
In recent years, the learning efficacy of online to offline (O2O) teaching methods seems to outperform traditional teaching methods in the field of education. Students can use a small private online course (SPOC) teaching platform to preview class-related materials, learn basic knowledge, and enhance the practical experience of system development in offline courses. The research team applied an artificial intelligence (AI) precision education strategy to design a teaching experiment that evaluated whether this approach may lead to better learning outcomes. In addition to questionnaire surveys to ascertain students' attitudes toward and their satisfaction with learning, this study employed in-depth interviews to understand a potential influence on changes in teachers' curriculum design and teaching approaches when SPOCs was integrated into the traditional university classroom, as well as the impact of the AI precision education model. The results showed that the AI precision education model may facilitate students' learning experience and enhance student achievement.
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Affiliation(s)
- Yu-Shan Lin
- Department of Information Science and Management Systems, National Taitung University, Taitung, Taiwan
| | - Ying-Hsun Lai
- Department of Computer Science and Information Engineering, National Taitung University, Taitung, Taiwan
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24
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Freyhofer S, Ziegler N, de Jong EM, Schippers MC. Depression and Anxiety in Times of COVID-19: How Coping Strategies and Loneliness Relate to Mental Health Outcomes and Academic Performance. Front Psychol 2021; 12:682684. [PMID: 34759855 PMCID: PMC8572913 DOI: 10.3389/fpsyg.2021.682684] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2021] [Accepted: 09/27/2021] [Indexed: 12/28/2022] Open
Abstract
The link between depression, anxiety, and loneliness has been well established in the literature. Yet, the performance consequences of these negative mental health outcomes and the role of coping behaviors, as well as behavioral consequences such as procrastination as mediators have received far less research attention. Due to the COVID-19 social isolation restrictions, people are at risk of falling into a negative mental health spiral that can also affect their performance over time. The purpose of this longitudinal study among 881 first-year bachelor students is to explore the mechanisms by which loneliness, coping strategies in the context of COVID-19, mental health outcomes and procrastination sequentially mediate the relationship depression and anxiety on the one hand, and academic performance on the other hand. We measured mental health variables several times during the COVID-19 crisis and assessed how this translates into academic performance at the end of the academic year. By performing exploratory and confirmatory factor analyses, three high-order factors for the coping strategies in the context of the COVID-19 crisis were identified, namely maladaptive coping, adaptive coping, and supportive coping. Structural equation modeling was used to test the sequential mediational model. The results showed that maladaptive coping strategies employed at T2 during the lockdown, but not adaptive or supportive coping partially mediate the trajectories of depression (T1) and anxiety (T1). Loneliness (T2) partially mediated the trajectory of depression and anxiety (T1), and procrastination fully mediated the impact of depression (T3) on academic performance (T4). These results help understand the mechanisms that influence mental health and academic performance outcomes in response to the COVID-19 crisis. Based on the study outcomes, educational researchers can test strategies to reduce the adverse effects of stressful situations in learning environments by targeting maladaptive coping behaviors and procrastination.
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Affiliation(s)
- Sebastian Freyhofer
- Department of Technology and Operations Management, Rotterdam School of Management, Erasmus University, Rotterdam, Netherlands
| | - Niklas Ziegler
- Department of Technology and Operations Management, Rotterdam School of Management, Erasmus University, Rotterdam, Netherlands
| | - Elisabeth M de Jong
- Department of Technology and Operations Management, Rotterdam School of Management, Erasmus University, Rotterdam, Netherlands
| | - Michaéla C Schippers
- Department of Technology and Operations Management, Rotterdam School of Management, Erasmus University, Rotterdam, Netherlands
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Holohan M, Fiske A. "Like I'm Talking to a Real Person": Exploring the Meaning of Transference for the Use and Design of AI-Based Applications in Psychotherapy. Front Psychol 2021; 12:720476. [PMID: 34646209 PMCID: PMC8502869 DOI: 10.3389/fpsyg.2021.720476] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Accepted: 08/16/2021] [Indexed: 11/18/2022] Open
Abstract
AI-enabled virtual and robot therapy is increasingly being integrated into psychotherapeutic practice, supporting a host of emotional, cognitive, and social processes in the therapeutic encounter. Given the speed of research and development trajectories of AI-enabled applications in psychotherapy and the practice of mental healthcare, it is likely that therapeutic chatbots, avatars, and socially assistive devices will soon translate into clinical applications much more broadly. While AI applications offer many potential opportunities for psychotherapy, they also raise important ethical, social, and clinical questions that have not yet been adequately considered for clinical practice. In this article, we begin to address one of these considerations: the role of transference in the psychotherapeutic relationship. Drawing on Karen Barad’s conceptual approach to theorizing human–non-human relations, we show that the concept of transference is necessarily reconfigured within AI-human psychotherapeutic encounters. This has implications for understanding how AI-driven technologies introduce changes in the field of traditional psychotherapy and other forms of mental healthcare and how this may change clinical psychotherapeutic practice and AI development alike. As more AI-enabled apps and platforms for psychotherapy are developed, it becomes necessary to re-think AI-human interaction as more nuanced and richer than a simple exchange of information between human and nonhuman actors alone.
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Affiliation(s)
- Michael Holohan
- Institute of History and Ethics in Medicine, School of Medicine, Technical University of Munich, Munich, Germany
| | - Amelia Fiske
- Institute of History and Ethics in Medicine, School of Medicine, Technical University of Munich, Munich, Germany
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Motivation of UK graduate students in education: self-compassion moderates pathway from extrinsic motivation to intrinsic motivation. CURRENT PSYCHOLOGY 2021; 42:10163-10176. [PMID: 34566390 PMCID: PMC8455232 DOI: 10.1007/s12144-021-02301-6] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/08/2021] [Indexed: 11/22/2022]
Abstract
Academic motivation is recognised as a key factor for academic success and wellbeing. Highly motivated students actively engage with academic activities and maintain good wellbeing. Despite the importance of motivation in education, its relationship with engagement and wellbeing remains to be evaluated. Accordingly, this study explored the relationships between motivation, engagement, self-criticism and self-compassion among UK education postgraduate students. Of 120 postgraduate students approached, 109 completed three self-report scales regarding those constructs. Correlation, regression and moderation analyses were performed. Intrinsic and extrinsic motivation were positively associated with engagement, whereas amotivation was negatively associated with it. Engagement positively predicted intrinsic motivation. Self-criticism and self-compassion moderated the pathway from extrinsic motivation to intrinsic motivation: higher self-criticism weakened the pathway, while higher self-compassion strengthened it. Findings suggest the importance of engagement in relation to cultivating intrinsic motivation of education students. Moreover, enhancing self-compassion and reducing self-criticism can help transfer extrinsic to intrinsic motivation.
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Thye M, Tauschel D. Fostering learning capacities for meaningful, healthy and efficient studying in undergraduate medical education: evaluation of a longitudinal learning workshop. BMC Psychol 2021; 9:131. [PMID: 34474686 PMCID: PMC8414862 DOI: 10.1186/s40359-021-00631-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2021] [Accepted: 08/16/2021] [Indexed: 11/21/2022] Open
Abstract
BACKGROUND Academic studies place high demands on the development of learning capacities. Beyond learning techniques, knowledge about the effect of the learning environment, as well as the ability for self-regulation, self-determination and self-care play a major role in the development of learning skills. A longitudinal learning workshop was developed aiming to support academic learning life. The study at hand describes and evaluates this intervention. METHODS Students participated in a seven-week program fostering reflection and training on physical, physiological, psychological and mental dimensions of learning. Fifty evaluations of medical students reflecting the workshop underwent qualitative analysis of open-ended questions concerning changes students experienced in their learning life. In addition, general satisfaction was measured quantitatively. RESULTS Qualitative results revealed an impact on five core dimensions of students´ learning life: knowledge gained about the process of learning, enhanced awareness of intrapersonal learning processes, getting easier into action, experience of change and raised skills of regulating one´s learning behavior. Students evaluate the workshop as helpful, supportive and as a source of guidance. Quantitative results demonstrated good overall satisfaction with the intervention. CONCLUSIONS Educating knowledge about learning how to learn and providing skill training of how to regulate physiology, psychology and mentality should be taken into account in order to support the multidimensional learning life of students. Using a holistic, anthropologically grounded approach could be considered to enhance healthy, meaningful and efficient ways of learning. This learning workshop seems to be a useful and transferable tool to support students' development of learning capacities.
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Affiliation(s)
- Miriam Thye
- Faculty of Health, Department of Medicine, Integrated Curriculum for Anthroposophic Medicine (ICURAM), Witten/Herdecke University, Witten, Germany
- Faculty of Health, Department of Psychology and Psychotherapy, Witten/Herdecke University, Witten, Germany
| | - Diethard Tauschel
- Faculty of Health, Department of Medicine, Integrated Curriculum for Anthroposophic Medicine (ICURAM), Witten/Herdecke University, Witten, Germany
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Mei Z, Lori A, Vattathil SM, Boyle PA, Bradley B, Jin P, Bennett DA, Wingo TS, Wingo AP. Important Correlates of Purpose in Life Identified Through a Machine Learning Approach. Am J Geriatr Psychiatry 2021; 29:488-498. [PMID: 33046355 PMCID: PMC8004535 DOI: 10.1016/j.jagp.2020.09.018] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/29/2020] [Revised: 09/19/2020] [Accepted: 09/21/2020] [Indexed: 11/20/2022]
Abstract
OBJECTIVE A wealth of evidence has linked purpose in life (PiL) to better mental and physical health and healthy aging. Here, the authors aimed to determine important correlates of PiL using a machine learning approach. METHODS Participants were recruited from retirement communities by the Rush Memory and Aging Project and assessed for childhood experience, adulthood sociodemographic factors (e.g., education, income, marital status), lifestyle and health behavior (e.g., cognitively stimulating activities, exercise, social activities, social network size), psychological factors (e.g., depression, loneliness, perceived discrimination, perceived social support), personality traits (e.g., PiL, harm avoidance), and medical conditions. Elastic Net was implemented to identify important correlates of PiL. RESULTS A total of 1,839 participants were included in our analysis. Among the 23 variables provided to Elastic Net, 10 were identified as important correlates of PiL. In order of decreasing effect size, factors associated with lower PiL were loneliness, harm avoidance, older age, and depressive symptoms, while those associated with greater PiL were perceived social support, more social activities, more years of education, higher income, intact late-life cognitive performance, and more middle-age cognitive activities. CONCLUSION Our findings identify potentially important modifiable factors as targets for intervention strategies to enhance PiL.
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Affiliation(s)
- Zhen Mei
- Department of Neurology, Emory University School of Medicine, Atlanta, GA; Xiangya Hospital, Central South University, Changsha, Hunan, China
| | - Adriana Lori
- Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine, Atlanta, GA
| | - Selina M Vattathil
- Department of Neurology, Emory University School of Medicine, Atlanta, GA
| | - Patricia A Boyle
- Rush Alzheimer's Disease Center, Rush University Medical Center, Chicago, IL
| | - Bekh Bradley
- Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine, Atlanta, GA; Division of Mental Health, Atlanta VA Medical Center, Decatur, GA
| | - Peng Jin
- Department of Human Genetics, Emory University School of Medicine, Atlanta, GA
| | - David A Bennett
- Rush Alzheimer's Disease Center, Rush University Medical Center, Chicago, IL
| | - Thomas S Wingo
- Department of Neurology, Emory University School of Medicine, Atlanta, GA; Department of Human Genetics, Emory University School of Medicine, Atlanta, GA.
| | - Aliza P Wingo
- Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine, Atlanta, GA; Division of Mental Health, Atlanta VA Medical Center, Decatur, GA.
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Liu PR, Lu L, Zhang JY, Huo TT, Liu SX, Ye ZW. Application of Artificial Intelligence in Medicine: An Overview. Curr Med Sci 2021; 41:1105-1115. [PMID: 34874486 PMCID: PMC8648557 DOI: 10.1007/s11596-021-2474-3] [Citation(s) in RCA: 32] [Impact Index Per Article: 10.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2020] [Accepted: 12/01/2020] [Indexed: 02/06/2023]
Abstract
Artificial intelligence (AI) is a new technical discipline that uses computer technology to research and develop the theory, method, technique, and application system for the simulation, extension, and expansion of human intelligence. With the assistance of new AI technology, the traditional medical environment has changed a lot. For example, a patient's diagnosis based on radiological, pathological, endoscopic, ultrasonographic, and biochemical examinations has been effectively promoted with a higher accuracy and a lower human workload. The medical treatments during the perioperative period, including the preoperative preparation, surgical period, and postoperative recovery period, have been significantly enhanced with better surgical effects. In addition, AI technology has also played a crucial role in medical drug production, medical management, and medical education, taking them into a new direction. The purpose of this review is to introduce the application of AI in medicine and to provide an outlook of future trends.
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Affiliation(s)
- Peng-ran Liu
- Department of Orthopedics, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430022 China
| | - Lin Lu
- Department of Orthopedics, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430022 China
| | - Jia-yao Zhang
- Department of Orthopedics, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430022 China
| | - Tong-tong Huo
- Department of Orthopedics, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430022 China
| | - Song-xiang Liu
- Department of Orthopedics, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430022 China
| | - Zhe-wei Ye
- Department of Orthopedics, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430022 China
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de Jong EM, Ziegler N, Schippers MC. From Shattered Goals to Meaning in Life: Life Crafting in Times of the COVID-19 Pandemic. Front Psychol 2020; 11:577708. [PMID: 33178081 PMCID: PMC7593511 DOI: 10.3389/fpsyg.2020.577708] [Citation(s) in RCA: 42] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2020] [Accepted: 09/11/2020] [Indexed: 11/13/2022] Open
Abstract
The novel COVID-19 pandemic has created an extraordinary situation for our generation, with many countries being on lockdown. With this, new situation comes many psychological challenges not only for health care workers and people suffering from COVID-19 but also for the general population. Adapting to the new situation can be demanding. Experts have suggested that emotions during this situation are very similar to grief, and people experience emptiness and sadness about the loss of their normal lives, which can even lead to a loss of meaning in life. In this paper, we argue that life crafting could offer a way to help people cope with the situation and renew their sense of meaning. A life crafting intervention is based on theoretical insights from multiple areas of research, like positive psychology, expressive writing, and the salutogenesis framework. Life-crafting interventions help people find meaning in life by focusing on their ideal future, and helping them set goals, and make concrete plans to achieve those goals and overcome obstacles. Since having a clear purpose or meaning in life has been shown to have many benefits, we propose that it can also help people to cope with the psychological effects of the pandemic. A life-crafting intervention can offer people a chance to evaluate their goals in a time of uncertainty and rediscover meaning in life to guide them through these difficult times.
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Affiliation(s)
- Elisabeth M. de Jong
- Department of Technology and Operations Management, Rotterdam School of Management, Erasmus University, Rotterdam, Netherlands
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Schippers MC. For the Greater Good? The Devastating Ripple Effects of the Covid-19 Crisis. Front Psychol 2020; 11:577740. [PMID: 33132987 PMCID: PMC7550468 DOI: 10.3389/fpsyg.2020.577740] [Citation(s) in RCA: 40] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2020] [Accepted: 09/09/2020] [Indexed: 12/14/2022] Open
Abstract
As the crisis around Covid-19 evolves, it becomes clear that there are numerous negative side-effects of the lockdown strategies implemented by many countries. Currently, more evidence becomes available that the lockdowns may have more negative effects than positive effects. For instance, many measures taken in a lockdown aimed at protecting human life may compromise the immune system, and purpose in life, especially of vulnerable groups. This leads to the paradoxical situation of compromising the immune system and physical and mental health of many people, including the ones we aim to protect. Also, it is expected that hundreds of millions of people will die from hunger and postponed medical treatments. Other side effects include financial insecurity of billions of people, physical and mental health problems, and increased inequalities. The economic and health repercussions of the crisis will be falling disproportionately on young workers, low-income families and women, and thus exacerbate existing inequalities. As the virus outbreak and media coverage spread fear and anxiety, superstition, cognitive dissonance reduction and conspiracy theories are ways to find meaning and reduce anxiety. These behavioral aspects may play a role in the continuance of lockdown decisions. Based on theories regarding agnotology (i.e., the ways ignorance or doubt about certain topics is created by means of withholding or presenting information in a certain way), social influence, superstition and stress and coping, I seek to explain the social and behavioral aspects of human behavior in times of crises. Both the Covid-19 crisis itself as well as the resulting economic and (mental) health crisis are global problems that may require global solutions. I present a model of drivers and outcomes of lockdown behaviors and offer suggestions and a tool to counteract the negative psychological effects by means of online life crafting therapeutic writing interventions.
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Affiliation(s)
- Michaéla C. Schippers
- Department of Technology and Operations Management, Rotterdam School of Management, Erasmus University Rotterdam, Rotterdam, Netherlands
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