Physical Therapy Students: Well-being
- Conditions
- MotivationLife StressAnxiety StateSleep, Inadequate
- Interventions
- Other: Respiratory breathing techniques group
- Registration Number
- NCT06341569
- Lead Sponsor
- University of Medicine and Pharmacy "Victor Babes" Timisoara
- Brief Summary
This study aims to explore various psychosocial aspects and the potential benefits of respiratory techniques for physical therapy students.
- Detailed Description
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.
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 128
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.
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).
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- FACTORIAL
- Arm && Interventions
Group Intervention Description Respiratory breathing techniques group 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.
- Primary Outcome Measures
Name Time Method Assessing the well-being of the students participating in the study. 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. 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 effects of the respiratory techniques program on the intrinsic and extrinsic motivation levels of the students participating in the study. 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 students' positive and negative emotional states. 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 worry and anxiety levels of the students participating in the study. 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. 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 intrinsic and extrinsic motivation levels among physical therapy students. 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 positive and negative emotional states of the students participating in the study. 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 sleep quality of the students participating in the study. 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 effects of the respiratory techniques program on the subjective happiness levels of the students participating in the study. 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 happiness levels of the students participating in the study. 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 subjective happiness levels of the students participating in the study. 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 effects of the respiratory techniques program on the happiness levels of the students participating in the study. 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 overall life satisfaction levels of the students participating in the study. 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 quality of sleep of the students participating in the study. 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. 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
- Secondary Outcome Measures
Name Time Method
Trial Locations
- Locations (1)
University of Medicine and Pharmacy Victor Babes Timisoara
🇷🇴Timişoara, Timis, Romania