REThinkAcademy: Helping Universities to Effectively Care for the Mental Health of College Students in the Digital Age
Overview
- Phase
- N/A
- Intervention
- Not specified
- Conditions
- Mental Health Issue
- Sponsor
- Babes-Bolyai University
- Enrollment
- 550
- Locations
- 1
- Primary Endpoint
- Rational and irrational beliefs
- Status
- Completed
- Last Updated
- last year
Overview
Brief Summary
The project aims at monitoring mental health and its mechanism in the student population using a longitudinal design and ecological momentary assessment procedure throughout the first semester of college.
Investigators
Oana David
Professor Ph.D of Clinical Psychology
Babes-Bolyai University
Eligibility Criteria
Inclusion Criteria
- •student in Babes-Bolyai University in the first year
Exclusion Criteria
- •incapacity of accessing the mobile app
Outcomes
Primary Outcomes
Rational and irrational beliefs
Time Frame: baseline, pre-intervention
Attitudes and Beliefs Scale 2 Abbreviated Version (ABS-2 - AV; Hyland et al. 2014)
Changes in rational and irrational beliefs
Time Frame: immediately after the intervention
Attitudes and Beliefs Scale 2 Abbreviated Version (ABS-2 - AV; Hyland et al. 2014)
Fluctuation in rational and irrational beliefs
Time Frame: during the intervention
Attitudes and Beliefs Scale 2 Abbreviated Version (ABS-2 - AV; Hyland et al. 2014)
Mental Health
Time Frame: baseline, pre-intervention
Mental health- The General Health Questionnaire, 12-item version (GHQ-12)(Goldberg \&Williams, 1988)
Changes in Mental Health
Time Frame: immediately after the intervention
Mental health- The General Health Questionnaire, 12-item version (GHQ-12)(Goldberg \&Williams, 1988)
Fluctuation in Mental Health
Time Frame: during the intervention
Mental health- The General Health Questionnaire, 12-item version (GHQ-12)(Goldberg \&Williams, 1988)
Mood disorders
Time Frame: baseline, pre-intervention
DASS Parkitny, L., \& McAuley, J. (2010). The depression anxiety stress scale (DASS). Journal of physiotherapy, 56(3), 204.
Changes in mood disorders
Time Frame: Post-intervention (one week after the intervention)
DASS Parkitny, L., \& McAuley, J. (2010). The depression anxiety stress scale (DASS). Journal of physiotherapy, 56(3), 204.
Fluctuation in mood disorders
Time Frame: during the intervention
DASS Parkitny, L., \& McAuley, J. (2010). The depression anxiety stress scale (DASS). Journal of physiotherapy, 56(3), 204.
Fluctuation in academic stress
Time Frame: during the intervention
Lin, Y. M., \& Chen, F. S. (2009). Academic stress inventory of students at universities and colleges of technology. World Transactions on Engineering and Technology Education, 7(2), 157-162.
Fluctuation in life experiences
Time Frame: during the intervention
Kohn, P. M., Lafreniere, K., \& Gurevich, M. (1990). The inventory of college students' recent life experiences: A decontaminated hassles scale for a special population. Journal of behavioral medicine, 13(6), 619-630.
Fluctuations in emotion regulation
Time Frame: during the intervention
Garnefski, Nadia, and Vivian Kraaij. "Cognitive emotion regulation questionnaire-development of a short 18-item version (CERQ-short)." Personality and individual differences 41.6 (2006): 1045-1053.
Fluctuations in college student stress
Time Frame: during the intervention
Feldt, R. C. (2008). Development of a brief measure of college stress: The college student stress scale. Psychological reports, 102(3), 855-860.
Fluctuations in stress coping styles
Time Frame: during the intervention
Lin, Y. M., \& Chen, F. S. (2010). A stress coping style inventory of students at universities and colleges of technology. World Transactions on Engineering and Technology Education, 8(1), 67-72.
Student adaptation to college
Time Frame: during the intervention
College Adaptation Questionaire is a scale ) to assess how well students have adjusted to university life, is a self-report instrument consisting of 18 statements. Respondents indicate on a seven-point rating scale how well each statement applies Van Rooijen, L. (1986). Advanced students' adaptation to college. Higher Education, 15(3), 197-209.
Secondary Outcomes
- Trauma(baseline, pre-intervention)
- Loneliness(baseline, pre-intervention)
- Fluctuation in loneliness(during the intervention)