J. Med. Internet Res. - Predictors of participant retention in a guided online self-help program for university students: prospective cohort study.

Tópicos

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Resumo

CKGROUND: Attrition is a persistent issue in online self-help programs, but limited research is available on reasons for attrition or successful methods for improving participant retention. One potential approach to understanding attrition and retention in such programs is to examine person-related variables (eg, beliefs and attitudes) that influence behavior. Theoretical models, such as the Theory of Planned Behavior, that describe conditions influencing human behavior may provide a useful framework for predicting participant retention in online-based program.OBJECTIVE: We examined predictors of participant retention in a guided online anxiety, depression, and stress self-help program for university students using the theory of planned behavior. We also explored whether age, symptom severity, and type of coaching (ie, email vs phone) affected participant retention.METHODS: 65 university students with mild to moderate depression, anxiety, and stress were enrolled in this prospective cohort study. Participants completed a questionnaire based on the theory of planned behavior prior to commencing the online-based program and the Depression Anxiety and Stress Scale (DASS) during the assessment module of the program. Participant retention was operationalized as the number of program modules completed.RESULTS: Perceived control over completing the online program significantly predicted intention to complete the program (F3,62=6.7; P=.001; adjusted R(2)=.2; standardized beta=.436, P=.001). Age (standardized beta=.319, P=.03) and perceived behavioral control (standardized beta=.295, P=.05) predicted the number of program modules completed (F3,61=3.20, P=.03, adjusted R(2) =.11). Initial level of distress (ie, symptom severity) did not predict participant retention (P=.55). Participants who chose phone-based coaching completed more program modules than participants who chose email-based coaching (Mann-Whitney's U=137; P=.004).CONCLUSIONS: Participants' age, level of perceived behavioral control, and choice of interaction (ie, phone-based or email-based coaching) were found to influence retention in this online-based program.

Resumo Limpo

ckground attrit persist issu onlin selfhelp program limit research avail reason attrit success method improv particip retent one potenti approach understand attrit retent program examin personrel variabl eg belief attitud influenc behavior theoret model theori plan behavior describ condit influenc human behavior may provid use framework predict particip retent onlinebas programobject examin predictor particip retent guid onlin anxieti depress stress selfhelp program univers student use theori plan behavior also explor whether age symptom sever type coach ie email vs phone affect particip retentionmethod univers student mild moder depress anxieti stress enrol prospect cohort studi particip complet questionnair base theori plan behavior prior commenc onlinebas program depress anxieti stress scale dass assess modul program particip retent operation number program modul completedresult perceiv control complet onlin program signific predict intent complet program f p adjust r standard beta p age standard beta p perceiv behavior control standard beta p predict number program modul complet f p adjust r initi level distress ie symptom sever predict particip retent p particip chose phonebas coach complet program modul particip chose emailbas coach mannwhitney u pconclus particip age level perceiv behavior control choic interact ie phonebas emailbas coach found influenc retent onlinebas program

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