Chung Kyungmi, Jhung Kyungun, Cho Hee Young, Park Jin Young
Institute of Behavioral Science in Medicine, Yonsei University College of Medicine, Yonsei University Health System, Seoul, Republic of Korea.
Department of Psychiatry, Yongin Severance Hospital, Yonsei University College of Medicine, Yonsei University Health System, Dongbaekjukjeon-daero 361, Giheung-gu, Yongin, 16995, Republic of Korea.
Sci Rep. 2025 Aug 5;15(1):28541. doi: 10.1038/s41598-025-13586-z.
This study investigated whether a mobile chatbot-delivered intervention for prenatal education could enhance maternal-fetal attachment (MFA) among pregnant women with different levels of spousal support. In a quasi-experimental study conducted in January 2021, sixty volunteers who met all the eligibility criteria were enrolled: legally married, pregnant women aged 19 to 49 years, primigravida women from 21 to 32 weeks of gestation, and those in need of prenatal education. After completing a pre-questionnaire on pregnancy status, perception of prenatal education, and partner support, the women were asked to sequentially perform the given six tasks via a chatbot for two weeks, and then they filled out a post-questionnaire after completing the tasks. Both affective and cognitive-behavioral MFA outcomes were repeatedly measured before and after the intervention. The chatbot intervention enhanced affective MFA by increasing the intensity of prenatal education regardless of spousal support levels (p = .03): (1) low (n = 29; pre vs. post: p < .0042) and (2) high (n = 31; pre vs. post: p < .0042). In terms of cognitive-behavioral MFA, active paternal involvement in the chatbot-assisted baby talk helped women with low spousal support to differentiate themselves from the fetus (p = .02; pre vs. post: p < .0042) and to attribute characteristics and intention to the fetus (p = .011; pre vs. post: p < .0042), eliciting positive affect. This new mobile chatbot successfully served as a guide for pregnant couples starting prenatal education for the first time.
本研究调查了通过移动聊天机器人提供的产前教育干预措施，是否能够增强不同配偶支持水平的孕妇的母婴依恋（MFA）。在2021年1月进行的一项准实验研究中，招募了60名符合所有入选标准的志愿者：合法结婚、年龄在19至49岁之间的孕妇、妊娠21至32周的初产妇以及需要产前教育的孕妇。在完成一份关于妊娠状况、产前教育认知和伴侣支持的预调查问卷后，要求这些女性通过聊天机器人依次完成给定的六项任务，为期两周，然后在完成任务后填写一份后调查问卷。在干预前后反复测量情感和认知行为方面的MFA结果。无论配偶支持水平如何，聊天机器人干预通过提高产前教育的强度增强了情感MFA（p = 0.03）：（1）低配偶支持水平组（n = 29；干预前与干预后：p < 0.0042）和（2）高配偶支持水平组（n = 31；干预前与干预后：p < 0.0042）。在认知行为MFA方面，父亲在聊天机器人辅助的亲子对话中的积极参与，帮助低配偶支持水平的女性将自己与胎儿区分开来（p = 0.02；干预前与干预后：p < 0.0042），并赋予胎儿特征和意图（p = 0.011；干预前与干预后：p < 0.0042），从而引发积极情绪。这种新型移动聊天机器人成功地为首次开始产前教育的孕妇夫妇提供了指导。
