背景:在全球范围内,学生面临越来越多的心理健康挑战,包括压力水平升高和幸福感下降,导致学习成绩问题和心理健康障碍。然而,由于耻辱和症状低估,学生很少寻求有效的压力管理解决方案。卫生部门的谈话代理人在减轻压力方面表现出了希望,抑郁症,和焦虑。然而,对有压力的学生的有效性的研究仍然有限。
目的:本研究旨在为学生开发一种称为MISHA的对话代理提供的压力管理教练干预措施,并评估其有效性,订婚,和接受。
方法:在一项非盲法随机对照试验中,经历压力的瑞士学生在网上被招募。使用1:1的随机化比例,参与者(N=140)被分配到干预组或等待组对照组.主要结果变化的治疗效果,也就是说,感知压力,和次要结果,包括抑郁症,焦虑,心身症状,积极应对,使用方差分析对重复测量和一般估计方程进行自我评估和评估。
结果:符合方案分析揭示了压力改善的证据,抑郁症,和中等效应大小的躯体症状(科恩d=-0.36到科恩d=-0.60),而焦虑和积极应对没有改变(科恩d=-0.29和科恩d=0.13)。在意向治疗分析中,发现了类似的结果,表明应激降低(β估计值=-0.13,95%CI-0.20至-0.05;P<.001),抑郁症状(β估计值=-0.23,95%CI-0.38至-0.08;P=.003),和心身症状(β估计值=-0.16,95%CI-0.27至-0.06;P=0.003),而焦虑和积极应对没有改变。总的来说,干预组60%(42/70)的参与者通过完成干预后调查完成了辅导。他们特别欣赏质量,数量,信誉,和信息的视觉表示。虽然个人定制被评为最低,目标群体拟合度被认为较高.
结论:研究结果表明MISHA是可行的,可接受,并有效减少瑞士学生的感知压力。未来的研究需要针对不同的人群,例如,在高压力水平的学生或与主动控制相比。
背景:德国临床试验注册DRKS00030004;https://drks。去/搜索/en/试用/DRKS00030004.
BACKGROUND: Globally, students face increasing mental health challenges, including elevated stress levels and declining well-being, leading to academic performance issues and mental health disorders. However, due to stigma and symptom underestimation, students rarely seek effective stress management solutions. Conversational agents in the health sector have shown promise in reducing stress, depression, and anxiety. Nevertheless, research on their effectiveness for students with stress remains limited.
OBJECTIVE: This study aims to develop a conversational agent-delivered stress management coaching intervention for students called MISHA and to evaluate its effectiveness, engagement, and acceptance.
METHODS: In an unblinded randomized controlled trial, Swiss students experiencing stress were recruited on the web. Using a 1:1 randomization ratio, participants (N=140) were allocated to either the intervention or waitlist control group. Treatment effectiveness on changes in the primary outcome, that is, perceived stress, and secondary outcomes, including depression, anxiety, psychosomatic symptoms, and active coping, were self-assessed and evaluated using ANOVA for repeated measure and general estimating equations.
RESULTS: The per-protocol analysis revealed evidence for improvement of stress, depression, and somatic symptoms with medium effect sizes (Cohen d=-0.36 to Cohen d=-0.60), while anxiety and active coping did not change (Cohen d=-0.29 and Cohen d=0.13). In the intention-to-treat analysis, similar results were found, indicating reduced stress (β estimate=-0.13, 95% CI -0.20 to -0.05; P<.001), depressive symptoms (β estimate=-0.23, 95% CI -0.38 to -0.08; P=.003), and psychosomatic symptoms (β estimate=-0.16, 95% CI -0.27 to -0.06; P=.003), while anxiety and active coping did not change. Overall, 60% (42/70) of the participants in the intervention group completed the coaching by completing the postintervention survey. They particularly appreciated the quality, quantity, credibility, and visual representation of information. While individual customization was rated the lowest, the target group fitting was perceived as high.
CONCLUSIONS: Findings indicate that MISHA is feasible, acceptable, and effective in reducing perceived stress among students in Switzerland. Future research is needed with different populations, for example, in students with high stress levels or compared to active controls.
BACKGROUND: German Clinical Trials Register DRKS 00030004; https://drks.de/search/en/trial/DRKS00030004.