Effects and Mechanisms of Smartphone-Based Stress Management Training on Well-Being in College Students
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 154
- 试验地点
- 2
- 主要终点
- Change in loneliness
研究概览
简要总结
Studying can be a difficult time, and some students can find it challenging to deal with stress. This research project at Virginia Commonwealth University aims to understand how two different online stress management training programs affect students' daily experiences and activities. This research project will help us understand how those training programs help students to improve their emotional well-being.
详细描述
Participants will be randomly assigned (like the flip of a coin) to one of the two online stress management training programs. For two weeks, participants will receive daily online lessons that will teach you how to deal with stress.
To investigate how this program affects mood, researchers will monitor participant's daily activities and experiences combining brief daily surveys with activity tracking via smartphones. The activities and experiences will be tracked for a week before the training, two weeks of the training, and one week after. Shortly after the training, researchers will also reach out to participants for a phone interview where they will ask about the training experience in more detail. Afterwards, researchers will check in with participants at the end of the semester for one more week of experience and activity tracking.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Basic Science
- 盲法
- Single (Participant)
入排标准
- 年龄范围
- 18 Years 至 25 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •18-25 years old;
- •Enrollment as a full-time student;
- •Studying in-person;
- •Reduced emotional well-being;
- •Absence of major depressive, generalized anxiety, and panic disorder diagnoses;
- •Little or no experience of the intervention;
- •Ownership of a smartphone with an OS no older than iPhone 5 or Android 5 and an active data plan.
排除标准
- •Diagnosis of major depression, generalized anxiety, and panic disorder
结局指标
主要结局
Change in loneliness
时间窗: Baseline to the end of the semester, up to 15 weeks
Loneliness will be measured with the UCLA Loneliness Scale an instrument assessing frequency of felt social disconnection.
Change in social connection
时间窗: Baseline to the end of the semester, up to 15 weeks
Connection to others will be measured with the Two-Way Social Support Scale
Changes in daily well-being
时间窗: Baseline to the end of the intervention, 4 weeks
Ecological momentary assessment (EMA) will include items to measure mood, loneliness, felt social connection and school belonging, and interactions with others. EMA surveys will be administered through the AWARE app.
Change in depression
时间窗: Baseline to the end of the semester, up to 15 weeks
Depressive symptoms will be measured using Center for Epidemiologic Studies Depression Scale
Change in anxiety
时间窗: Baseline to the end of the semester, up to 15 weeks
Anxiety symptoms will be measured using Beck's Anxiety Inventory
Changes in daily experiences
时间窗: Baseline to the end of the intervention, 4 weeks
Smartphone passive sensing will be accomplished through AWARE which will record frequency (but not content) of short message service (SMS) text messaging and calls, location and mobility (to assess out-of-home departures), and nearby Bluetooth addresses (to assess social proximity). A conversation plugin will make surrounding sound inferences (without retaining audio recordings), including presence of other voices.
次要结局
未报告次要终点