Understanding Well-being in Physical Therapy Students: A Multi-Dimensional Analysis of Motivation, Life Satisfaction, and Perceived Academic Quality
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 128
- 试验地点
- 1
- 主要终点
- Assessing the overall life satisfaction levels of the students participating in the study.
研究概览
简要总结
This study aims to explore various psychosocial aspects and the potential benefits of respiratory techniques for physical therapy students.
详细描述
Understanding the psychosocial state of academic students has become a primary concern in contemporary educational research and practice. As students go through the challenges of higher education, factors such as motivation, life satisfaction, and happiness play crucial roles in shaping their academic experiences and outcomes. Therefore, researchers have increasingly turned their attention to studying these elements in order to gain insight into the overall state of students and inform strategies designed to create positive educational outcomes.
The implications of studying motivation, life satisfaction, and happiness among academic students are far-reaching. By gaining a deeper understanding of these psychosocial elements, educators and policymakers can develop interventions and programs designed to cultivate positive learning environments that support students' psychological well-being and academic success. For example, strategies that enhance intrinsic motivation, such as promoting autonomy and providing meaningful learning opportunities, can lead to improved engagement and academic achievement. Similarly, initiatives that promote a sense of belonging and social support can improve students' overall life satisfaction and happiness.
Thus, this study aims to explore various psychosocial aspects and the potential benefits of respiratory techniques for physical therapy students.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Factorial
- 主要目的
- Screening
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Students: enrolled in the physical therapy study program (year I, II and III) Age: > 18 years Ability to understand and follow instructions Availability to provide informed consent.
排除标准
- •Pre-existing medical conditions: uncontrolled medical conditions (cardiovascular disease, severe respiratory problems) Use of psychotropic drugs: drugs that could significantly affect mood, anxiety level, or sleep quality.
- •Pregnancy: due to potential physiological changes that could influence the results of the study.
- •Inability to comply with study requirements: these could include completing questionnaires and participating in the respiratory techniques program (if part of the intervention group).
研究组 & 干预措施
Respiratory breathing techniques group
Subjects included in the intervention group will receive a 14 week breathing technique program that will include: different types of breathing techniques (diaphragmatic, pursed-lips, alternate nostril breathing, etc.); progressive muscle relaxation techniques; and medical education about breathing.
干预措施: Respiratory breathing techniques group (Other)
Control group
Second-year physical therapy students that do not want to participate in the breathing technique program and will complete only the questionnaires.
结局指标
主要结局
Assessing the overall life satisfaction levels of the students participating in the study.
时间窗: At the beginning of the study
The Satisfaction with Life Questionnaire evaluates overall life satisfaction. It ranges from 1 to 7. Higher scores on the Satisfaction with Life Questionnaire indicate a better outcome and reflect higher levels of life satisfaction.
Assessing the subjective happiness levels of the students participating in the study.
时间窗: At the beginning of the study
The Subjective Happiness Scale assesses subjective happiness levels. It ranges from 1 to 7. Higher scores on the Subjective Happiness Scale indicate a better outcome, reflecting higher levels of subjective happiness.
Assessing the sleep quality of the students participating in the study.
时间窗: At the beginning of the study
The Pittsburgh Quality of Sleep Index (PSQI) evaluates the sleep quality of the participants. It ranges from 0 to 21. Lower scores on the PSQI indicate a better outcome, reflecting higher sleep quality.
Assessing intrinsic and extrinsic motivation levels among physical therapy students.
时间窗: At the beginning of the study
The Motivational Styles Questionnaire (MSLQ) assesses students' intrinsic and extrinsic motivation levels. The MSLQ does not have a standard range of minimum and maximum values. Higher scores on intrinsic motivation indicate a better outcome, reflecting a higher level of internal motivation. Conversely, higher scores on extrinsic motivation may suggest a reliance on external rewards or pressures, which could indicate a less favorable outcome.
Assessing the happiness levels of the students participating in the study.
时间窗: At the beginning of the study
The Oxford Happiness Questionnaire evaluates happiness levels. It ranges from 1 to 6. Higher scores on the Oxford Happiness Questionnaire indicate a better outcome, reflecting higher happiness and life satisfaction levels.
Assessing the positive and negative emotional states of the students participating in the study.
时间窗: At the beginning of the study
The PANAS-GEN Questionnaire measures positive and negative expressions to provide insights into emotional states. It ranges from 1 to 5. Higher scores on positive expressions indicate a better outcome, reflecting higher positive emotions. Conversely, higher scores on negative expressions may suggest a less favorable outcome, indicating higher levels of negative emotions.
Assessing the well-being of the students participating in the study.
时间窗: At the beginning of the study
The RYFF Psychological Well-being Questionnaire assesses different aspects of psychological well-being among students. The RYFF Psychological Well-being Questionnaire typically ranges from 1 to 6. Higher scores on the RYFF Psychological Well-being Questionnaire indicate a better outcome, reflecting higher levels of psychological well-being.
Assessing the worry and anxiety levels of the students participating in the study.
时间窗: At the beginning of the study
The Penn State Worry Questionnaire (PSWQ) assesses students' worry and anxiety levels. It ranges from 1 to 5. Lower scores on the PSWQ indicate a better outcome, reflecting lower levels of worry and anxiety.
Assessing the effects of the respiratory techniques program on the students' well-being.
时间窗: 14 weeks after the beginning of the study
Comparison of the RYFF Psychological Well-being Questionnaire baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on the RYFF Psychological Well-being Questionnaire indicate a better outcome, reflecting higher levels of psychological well-being.
Assessing the effects of the respiratory techniques program on the intrinsic and extrinsic motivation levels of the students participating in the study.
时间窗: 14 weeks after the beginning of the study
Comparison of the MSLQ baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on intrinsic motivation indicate a better outcome, reflecting a higher level of internal motivation. Conversely, higher scores on extrinsic motivation may suggest a reliance on external rewards or pressures, which could indicate a less favorable outcome.
Assessing the effects of the respiratory techniques program on the happiness levels of the students participating in the study.
时间窗: 14 weeks after the beginning of the study
Comparison of the Oxford Happiness Questionnaire baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on the Oxford Happiness Questionnaire indicate a better outcome, reflecting higher happiness and life satisfaction levels.
Assessing the effects of the respiratory techniques program on the students' positive and negative emotional states.
时间窗: 14 weeks after the beginning of the study
Comparison of the PANAS-GEN Questionnaire baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on positive expressions indicate a better outcome, reflecting higher positive emotions. Conversely, higher scores on negative expressions may suggest a less favorable outcome, indicating higher levels of negative emotions.
Assessing the effects of the respiratory techniques program on the overall life satisfaction levels of the students participating in the study.
时间窗: 14 weeks after the beginning of the study
Comparison of the Satisfaction with Life Questionnaire baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on the Satisfaction with Life Questionnaire indicate a better outcome, reflecting higher levels of life satisfaction.
Assessing the effects of the respiratory techniques program on the subjective happiness levels of the students participating in the study.
时间窗: 14 weeks after the beginning of the study
Comparison of the Subjective Happiness Scale baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on the Subjective Happiness Scale indicate a better outcome, reflecting higher levels of subjective happiness.
Assessing the effects of the respiratory techniques program on the quality of sleep of the students participating in the study.
时间窗: 14 weeks after the beginning of the study
Comparison of the Pittsburgh Quality of Sleep Index (PSQI) baseline scores before and after 14 weeks of the respiratory techniques program. Lower scores on the PSQI indicate a better outcome, reflecting higher sleep quality.
Assessing the effects of the respiratory techniques program on the worry and anxiety levels of the students participating in the study.
时间窗: 14 weeks after the beginning of the study
Comparison of the Penn State Worry Questionnaire (PSWQ) baseline scores before and after 14 weeks of the respiratory techniques program. Lower scores on the PSWQ indicate a better outcome, reflecting lower levels of worry and anxiety
Assessing intrinsic and extrinsic motivation levels among physical therapy students.
时间窗: At the beginning of the study
The Motivational Styles Questionnaire (MSLQ) assesses students' intrinsic and extrinsic motivation levels. The MSLQ does not have a standard range of minimum and maximum values. Higher scores on intrinsic motivation indicate a better outcome, reflecting a higher level of internal motivation. Conversely, higher scores on extrinsic motivation may suggest a reliance on external rewards or pressures, which could indicate a less favorable outcome.
Assessing the happiness levels of the students participating in the study.
时间窗: At the beginning of the study
The Oxford Happiness Questionnaire evaluates happiness levels. It ranges from 1 to 6. Higher scores on the Oxford Happiness Questionnaire indicate a better outcome, reflecting higher happiness and life satisfaction levels.
Assessing the positive and negative emotional states of the students participating in the study.
时间窗: At the beginning of the study
The PANAS-GEN Questionnaire measures positive and negative expressions to provide insights into emotional states. It ranges from 1 to 5. Higher scores on positive expressions indicate a better outcome, reflecting higher positive emotions. Conversely, higher scores on negative expressions may suggest a less favorable outcome, indicating higher levels of negative emotions.
Assessing the well-being of the students participating in the study.
时间窗: At the beginning of the study
The RYFF Psychological Well-being Questionnaire assesses different aspects of psychological well-being among students. The RYFF Psychological Well-being Questionnaire typically ranges from 1 to 6. Higher scores on the RYFF Psychological Well-being Questionnaire indicate a better outcome, reflecting higher levels of psychological well-being.
Assessing the overall life satisfaction levels of the students participating in the study.
时间窗: At the beginning of the study
The Satisfaction with Life Questionnaire evaluates overall life satisfaction. It ranges from 1 to 7. Higher scores on the Satisfaction with Life Questionnaire indicate a better outcome and reflect higher levels of life satisfaction.
Assessing the subjective happiness levels of the students participating in the study.
时间窗: At the beginning of the study
The Subjective Happiness Scale assesses subjective happiness levels. It ranges from 1 to 7. Higher scores on the Subjective Happiness Scale indicate a better outcome, reflecting higher levels of subjective happiness.
Assessing the sleep quality of the students participating in the study.
时间窗: At the beginning of the study
The Pittsburgh Quality of Sleep Index (PSQI) evaluates the sleep quality of the participants. It ranges from 0 to 21. Lower scores on the PSQI indicate a better outcome, reflecting higher sleep quality.
Assessing the worry and anxiety levels of the students participating in the study.
时间窗: At the beginning of the study
The Penn State Worry Questionnaire (PSWQ) assesses students' worry and anxiety levels. It ranges from 1 to 5. Lower scores on the PSWQ indicate a better outcome, reflecting lower levels of worry and anxiety.
Assessing the effects of the respiratory techniques program on the intrinsic and extrinsic motivation levels of the students participating in the study.
时间窗: 14 weeks after the beginning of the study
Comparison of the MSLQ baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on intrinsic motivation indicate a better outcome, reflecting a higher level of internal motivation. Conversely, higher scores on extrinsic motivation may suggest a reliance on external rewards or pressures, which could indicate a less favorable outcome.
Assessing the effects of the respiratory techniques program on the happiness levels of the students participating in the study.
时间窗: 14 weeks after the beginning of the study
Comparison of the Oxford Happiness Questionnaire baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on the Oxford Happiness Questionnaire indicate a better outcome, reflecting higher happiness and life satisfaction levels.
Assessing the effects of the respiratory techniques program on the students' positive and negative emotional states.
时间窗: 14 weeks after the beginning of the study
Comparison of the PANAS-GEN Questionnaire baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on positive expressions indicate a better outcome, reflecting higher positive emotions. Conversely, higher scores on negative expressions may suggest a less favorable outcome, indicating higher levels of negative emotions.
Assessing the effects of the respiratory techniques program on the overall life satisfaction levels of the students participating in the study.
时间窗: 14 weeks after the beginning of the study
Comparison of the Satisfaction with Life Questionnaire baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on the Satisfaction with Life Questionnaire indicate a better outcome, reflecting higher levels of life satisfaction.
Coping strategies assessed with the COPE at 12-month follow-up
时间窗: 12 months after the end of the intervention
Coping will be measured using the COPE inventory (50-item version). The scale includes multiple subscales such as active coping, emotional support, denial, acceptance, planning, and others. Subscale scores will be computed according to the scoring manual.
Assessing the effects of the respiratory techniques program on the students' well-being.
时间窗: 14 weeks after the beginning of the study
Comparison of the RYFF Psychological Well-being Questionnaire baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on the RYFF Psychological Well-being Questionnaire indicate a better outcome, reflecting higher levels of psychological well-being.
Assessing the effects of the respiratory techniques program on the subjective happiness levels of the students participating in the study.
时间窗: 14 weeks after the beginning of the study
Comparison of the Subjective Happiness Scale baseline scores before and after 14 weeks of the respiratory techniques program. Higher scores on the Subjective Happiness Scale indicate a better outcome, reflecting higher levels of subjective happiness.
Assessing the effects of the respiratory techniques program on the quality of sleep of the students participating in the study.
时间窗: 14 weeks after the beginning of the study
Comparison of the Pittsburgh Quality of Sleep Index (PSQI) baseline scores before and after 14 weeks of the respiratory techniques program. Lower scores on the PSQI indicate a better outcome, reflecting higher sleep quality.
Assessing the effects of the respiratory techniques program on the worry and anxiety levels of the students participating in the study.
时间窗: 14 weeks after the beginning of the study
Comparison of the Penn State Worry Questionnaire (PSWQ) baseline scores before and after 14 weeks of the respiratory techniques program. Lower scores on the PSWQ indicate a better outcome, reflecting lower levels of worry and anxiety
Adherence to breathing exercises at 12-month follow-up
时间窗: 12 months after the end of the intervention
Adherence will be assessed using a structured self-report questionnaire developed for this study. Key variables include: weekly frequency, session duration, technique used, barriers, and perceived utility. A composite dose index (frequency × duration) and binary adherence variable will be calculated. Full questionnaire, codebook, and scoring instructions are available at: https://doi.org/10.17605/OSF.IO/T9XAP
Self-esteem assessed with the Rosenberg Self-Esteem Scale at 12-month follow-up
时间窗: 12 months after the end of the intervention
Self-esteem will be measured using the Rosenberg Self-Esteem Scale (RSES), a 10-item validated questionnaire. Higher total scores indicate higher self-esteem.
Perceived psychological benefit of breathing practice at 12-month follow-up
时间窗: 12 months after the end of the intervention
Psychological benefit will be evaluated using four Likert-scale items measuring perceived improvement in stress, sleep, positivity, and worry. A composite mean score will be calculated (Perceived\_benefit\_mean). Instrument details and scoring instructions are available at: https://doi.org/10.17605/OSF.IO/T9XAP
次要结局
未报告次要终点
研究者
Crisan Alexandru Florian
Principal Investigator
University of Medicine and Pharmacy "Victor Babes" Timisoara