'Digitalization in Psychoeducation' The Effect of Tele-Psychoeducation on Problem-Solving Skills and Stress: A Randomized Factorial Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 54
- 试验地点
- 1
- 主要终点
- Problem Solving Inventory (first evaluation with posttest)
研究概览
简要总结
The effect of tele-psychoeducation based on an online social media platform, which had never been done previously, on problem-solving skills and stress levels in young adults was investigated. A randomized, single-blind factorial trial was conducted with two groups of 54 university students who met the inclusion criteria. Cognitive behavioural based psychoeducation was carried on via Instagram's both online and asynchronized sessions for 8 weeks. Data were collected using pre-/posttest and follow-up measurements with the Problem-Solving Inventory and Perceived Stress Scale and were analysed using factorial analysis of variance. ηp2 and Cohen's r was used, which shows the effect size with variance distribution.
详细描述
The research hypotheses are as follows:
- H1: There is a significant difference between the mean scores of the Problem Solving Inventory in favour of the intervention group in the time series.
- H1: There is a significant difference between the mean scores of the Perceived Stress Scale in favour of the intervention group in the time series.
- H1: The recently developed group tele-psychoeducational intervention is effective for reducing Problem Solving Inventory mean scores.
- H1: The recently developed group tele-psychoeducational intervention is effective for reducing Perceived Stress Scale mean scores.
Research data was collected with an online survey tool (Googledocs) that does not require a usage fee or license. The tool is convenient and economical in that it is suitable for use with any electronic device that can connect to the internet. The developed online form was piloted with ten students. Arrangements were made for the clarity of the questions and the convenience of the online tool. Pilot study data was not included in the findings. The tools detailed below were used to collect the data.
Personal Data Collection Form: This form consists of 11 multiple-choice questions to determine the variables that may have an impact on the sociodemographic characteristics, health history, and problem-solving skills of the participants. The questions were prepared by the research team in the light of the literature.
Problem Solving Inventory: The Problem Solving Inventory (PSI), developed by Heppner and Petersen (1982), is a Likert-type scale, scored between 1 and 6, consisting of 35 items that measure adults' self-perception of problem solving skills. There are items that are reverse coded and excluded from scoring. The higher total scores obtained from the scale indicate that the individual perceives himself as inadequate in terms of problem solving skills. The Cronbach alpha consistency coefficient of the original scale was .90, and the coefficients obtained for the subscales were between .72 and .85. The scale was adapted to Turkish by Şahin et al. (1993), and the Cronbach alpha consistency coefficient was found to be .88. In our study, the Cronbach alpha coefficient was .78.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Factorial
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 26 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Being adult
- •Being volunteer to participation
- •Must be have the required technological opportunities
排除标准
- •To receive a professional support that can affect coping skills during the data collection process
- •Not participate in 20% of tele-psychoeducational interventions
研究组 & 干预措施
Control
Intervention
干预措施: digitalized group psychoeducation (Behavioral)
结局指标
主要结局
Problem Solving Inventory (first evaluation with posttest)
时间窗: Through study completion, an average of 4 months
The Problem Solving Inventory (PSI), developed by Heppner and Petersen (1982), is a Likert-type scale, scored between 1 and 6, consisting of 35 items that measure adults' self-perception of problem solving skills. There are items that are reverse coded and excluded from scoring. The higher total scores obtained from the scale indicate that the individual perceives himself as inadequate in terms of problem solving skills. The Cronbach alpha consistency coefficient of the original scale was .90, and the coefficients obtained for the subscales were between .72 and .85 (Heppner \& Petersen, 1982). The scale was adapted to Turkish by Şahin et al. (1993), and the Cronbach alpha consistency coefficient was found to be .88. In our study, the Cronbach alpha coefficient was .78.
Problem Solving Inventory (second evaluation with follow up)
时间窗: Through study completion, an average of 7 months
Perceived Stress Scale (second evaluation with follow up)
时间窗: Through study completion, an average of 7 months
Perceived Stress Scale (first evaluation with posttest)
时间窗: Through study completion, an average of 4 months
The scale was developed by Cohen et al. (1983), and adapted into Turkish by Eskin et al. (2013). The Perceived Stress Scale (PSS) is designed to measure how stressful situations in one's life are perceived. Five-point Likert-type scale items are interpreted over the total score and two sub-dimensions (Perception of Insufficient Self-efficacy and Perception of Stress Discomfort). A high total score indicates that the person perceives the stress he/she has been loaded with as high; it is interpreted as the methods used in coping with stress are not functional, and therefore they cannot cope with stress effectively. In our study, the Cronbach's alpha coefficient of the scale was determined as .75.
次要结局
未报告次要终点
研究者
Gizem Beycan Ekitli, PhD.
Research Assistant
Ege University