Ozmen Sevin, Amarnath Arpana, Struijs Sascha, de Wit Leonore, Cuijpers Pim
Department of Clinical Psychology, Vrije Universiteit Amsterdam, Amsterdam, Netherlands.
JMIR Res Protoc. 2023 Nov 3;12:e44907. doi: 10.2196/44907.
Academic procrastination is a widespread problem among college students. It is linked to poor academic performance and increased college dropout intentions, as well as several mental health problems such as depression, anxiety, and stress. Guided web-based interventions can help reduce procrastination. However, guidance by professional clinicians draws upon valuable and limited societal resources, and a more efficient, scalable form of guidance is needed. Guidance by trained clinical psychology students has not yet been examined.
The aim of this open trial is to examine the feasibility and acceptability of a web-based procrastination intervention for college students under the guidance of student digital coaches (e-coaches).
We developed a single-arm trial of a guided web-based intervention targeting procrastination for the Dutch student population. Guidance is delivered by trained clinical psychology students asynchronously in the form of textual feedback on intervention progress, with the aim of supporting and motivating the participant. Participants are recruited at 7 Dutch universities. Primary outcomes are intervention satisfaction, usability, and adherence, which are assessed by the Client Satisfaction Scale (CSQ-8), System Usability Scale (SUS-10), and number of completed modules, respectively. The primary outcomes will be examined by calculating descriptive statistics. Secondary outcomes are e-coach satisfaction and changes to procrastination, depression, stress, and quality of life from pre- to posttest and follow-up.
The project was funded in 2019, and recruitment began in January 2021. As of May 2023, a total of 985 participants were enrolled, of which 372 had completed the posttest and 192 had completed the follow-up. The expected date of analysis and publication of the results is 2024.
The results are expected to contribute to the body of literature regarding eHealth in 3 ways. First, we will examine whether students who procrastinate adhere to and are satisfied with an eHealth intervention targeting this problem. Second, we will explore whether an intervention targeting procrastination can also decrease depression and stress. Lastly, we will investigate whether trained psychology students can effectively guide their peers in web-based interventions. Given the shortage of licensed psychologists, exploring alternative sources of guidance is much needed in order to provide students with the mental health support they need.
INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): DERR1-10.2196/44907.
学业拖延是大学生中普遍存在的问题。它与学业成绩不佳、大学辍学意愿增加以及诸如抑郁、焦虑和压力等多种心理健康问题有关。基于网络的引导式干预有助于减少拖延。然而，专业临床医生的指导会消耗宝贵且有限的社会资源，因此需要一种更高效、可扩展的指导形式。由受过训练的临床心理学学生提供的指导尚未得到检验。
本开放试验旨在检验在学生数字教练（电子教练）指导下，针对大学生的基于网络的拖延干预的可行性和可接受性。
我们针对荷兰学生群体开展了一项针对拖延的基于网络的引导式干预的单臂试验。指导由受过训练的临床心理学学生以关于干预进展的文本反馈形式异步提供，目的是支持和激励参与者。参与者从7所荷兰大学招募。主要结局指标是干预满意度、可用性和依从性，分别通过客户满意度量表（CSQ - 8）、系统可用性量表（SUS - 10）和完成的模块数量进行评估。主要结局指标将通过计算描述性统计量进行检验。次要结局指标是电子教练满意度以及从测试前到测试后及随访期间拖延、抑郁、压力和生活质量的变化。
该项目于2019年获得资助，2021年1月开始招募。截至2023年5月，共招募了985名参与者，其中372人完成了测试后评估，192人完成了随访。结果分析和发表的预计日期为2024年。
预计结果将在三个方面为电子健康领域的文献做出贡献。首先，我们将检验拖延的学生是否坚持并对针对该问题的电子健康干预感到满意。其次，我们将探索针对拖延的干预是否也能减轻抑郁和压力。最后，我们将研究受过训练的心理学学生是否能在基于网络的干预中有效地指导同龄人。鉴于有执照的心理学家短缺，迫切需要探索替代的指导来源，以便为学生提供他们所需的心理健康支持。
国际注册报告标识符（IRRID）：DERR1 - 10.2196/44907。
