scholarly journals Interventional procrastination strategies for young adults in virtual settings: A systematic review

2021 ◽  
Author(s):  
Joy Xu ◽  
Muntaha Marjia ◽  
Kundan Ahluwalia ◽  
Dana Kukje Zada ◽  
Nazgol Tavakolizaeh ◽  
...  
Keyword(s):  
Systematic Review ◽  
Young Adults ◽  
Secondary Students ◽  
Mental Image ◽  
Selection Procedure ◽  
Mobile App ◽  
Academic Procrastination ◽  
Author Study ◽  
Post Secondary ◽  
Future Self

BACKGROUNDThe phenomenon of academic procrastination affects nearly 95% of post-secondary students within academia with its association seen in reduced academic performance. Amidst the onset of COVID-19, this systematic review aims to provide insight towards potential virtual interventions to support personal management of academic procrastination for young adults. METHODSThe selection procedure followed the Preferred Reporting Items for Systematic Review and MetaAnalyses (PRISMA) guidelines. The protocol was registered with PROSPERO (record ID: CRD42021234243). Studies were reviewed based on a pre-determined and piloted screening tool with study screening and extraction performed independently among two authors. After reconciliation, disagreements were settled by a third author. Study quality was assessed using the Mixed Methods Appraisal Tool (MMAT) in duplicate. Heterogeneity in study designs, outcomes, and measurements precluded meta and statistical analyses; thus, a qualitative analysis of studies was provided. RESULTSA total of 49 studies were included with identification of two primary web-based interventions for reducing academic procrastination in a mobile app setting. The first intervention involves emotional management through increasing tolerance and modifying negative emotions which determines the activity with the highest likelihood of procrastination each day, and the subject's resilience or the subject's commitment should be emphasized. The second intervention involves mental imagery for subjects to feel an affinity for his/her future self, and thus decrease procrastination behaviours. CONCLUSIONTwo main virtual interventions were determined from the systematic review: (1) an intervention for managing personal emotions, and (2) an intervention that involves creating a mental image of one's future self.

scholarly journals Post‐secondary students with symptoms of psychosis: A mixed‐methods systematic review

2020 ◽  
Vol 29 (4) ◽  
pp. 590-607
Author(s):  
Victoria A. Sanderson ◽  
Amanda Digel Vandyk ◽  
Ian D. Graham ◽  
Sophie Lightfoot ◽  
Mackenzie Murawsky ◽  
...  
Keyword(s):  
Systematic Review ◽  
Mixed Methods ◽  
Secondary Students ◽  
Post Secondary ◽  
Post Secondary Students

scholarly journals Use of Technology-Based Tools to Support Adolescents and Young Adults With Chronic Disease: Systematic Review and Meta-Analysis (Preprint)

2018 ◽  
Author(s):  
Jac Kee Low ◽  
Elizabeth Manias
Keyword(s):  
Systematic Review ◽  
Qualitative Research ◽  
Young Adults ◽  
Chronic Disease ◽  
Mobile App ◽  
Adolescents And Young Adults ◽  
Current Evidence ◽  
Efficacy Trials ◽  
Intervention Efficacy ◽  
Questionnaire Studies

BACKGROUND With the large amount of material that is readily available on the internet, there are endless opportunities for electronic health–literate patients to obtain and learn new information. Although novel, a Web- or mobile-based program can be a powerful way to engage adolescents and young adults (AYAs). The ongoing engagement of AYAs with chronic disease is vital not only to empower them but also to ensure a smooth transition from pediatric to adult health care. OBJECTIVE This study aimed to evaluate the current evidence on Web- or mobile-based interventions designed for AYAs. METHODS This review was registered with PROSPERO: CRD42018096487. A systematic search of MEDLINE Complete, EMBASE, and CINAHL Complete was conducted on April 10, 2019, for studies that examined the perspectives of transition-age patients about technology-based interventions, the process involved in intervention development, or the evaluation of intervention efficacy. For each study, the comprehensiveness of reporting was appraised. The Downs and Black checklist was used for intervention efficacy trials, the Standards for Reporting Qualitative Research checklist was used for qualitative work, and a 16-item tool developed by Tong et al was used for questionnaire research. RESULTS The search uncovered 29 relevant studies, which included qualitative studies (n=14), intervention efficacy studies (n=7), questionnaire studies (n=4), mixed qualitative and questionnaire studies (n=2), and a mixed qualitative and pilot randomized controlled trial study (n=1). The reporting comprehensiveness score of questionnaires was rated considerably lower (n=6, 13%-57% [2/16-8/14]) than the scores of intervention efficacy trials (n=8, 48%-85% [13/27-23/27]) and qualitative research (n=17, 40%-93% [8.5/21-19.5/21]). AYAs were receptive to obtaining information via a website or mobile app. An intervention was more likely to be perceived as useful by AYAs when there was a concerted effort to involve AYAs and subject matter experts in the process of intervention design, as opposed to relying solely on the AYAs or the experts alone. The preferred medium of intervention delivery varied greatly for AYAs, ranging from static text to audiovisual materials. However, AYAs considered being concise was the most important aspect. Across different conditions, AYAs were interested in receiving information on diverse topics, such as anxiety and stress management, dealing with insurance, and having social relationships. Patients also requested for disease-specific information, such as weather forecasts and pollen levels for patients with asthma and information related to the pretransplant period for organ transplant recipients. Meta-analyses showed no significant group differences across time on quality of life, self-efficacy, and self-management. CONCLUSIONS Owing to the lack of intervention efficacy trials, no conclusion can be drawn if an intervention delivered via a mobile app is better than that delivered via a website. However, through this systematic review, it is confirmed that AYAs were receptive to receiving medical information electronically.

Factors associated with stress impacting academic success among post-secondary students: A systematic review

2021 ◽  
pp. 1-11
Author(s):  
Konrad T. Lisnyj ◽  
Nafisa Gillani ◽  
David L. Pearl ◽  
Jennifer E. McWhirter ◽  
Andrew Papadopoulos
Keyword(s):  
Systematic Review ◽  
Academic Success ◽  
Secondary Students ◽  
Post Secondary ◽  
Factors Associated ◽  
Post Secondary Students

Mindfulness for the Mental Health and Well-Being of Post-Secondary Students: A Systematic Review and Meta-Analysis

Mindfulness ◽  
2018 ◽  
Vol 10 (3) ◽  
pp. 397-414 ◽  
Author(s):  
Jillian E. Halladay ◽  
Jamie L. Dawdy ◽  
Isabella F. McNamara ◽  
Allison J. Chen ◽  
Irene Vitoroulis ◽  
...  
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Secondary Students ◽  
Meta Analysis ◽  
Well Being ◽  
Post Secondary ◽  
Health And Well Being ◽  
Post Secondary Students

179. Food Insecurity in Post-Secondary Students: A Systematic Review

2015 ◽  
Vol 56 (2) ◽  
pp. S92 ◽  
Author(s):  
Preetha Y. Kurudiyara ◽  
Pippa Simpson ◽  
Sadhana Dharmapuri
Keyword(s):  
Systematic Review ◽  
Food Insecurity ◽  
Secondary Students ◽  
Post Secondary ◽  
Post Secondary Students

The integration of a community service learning water project in a post-secondary chemistry lab

2021 ◽  
Author(s):  
Karen Ho ◽  
Boris S. Svidinskiy ◽  
Sahara R. Smith ◽  
Christopher C. Lovallo ◽  
Douglas B. Clark
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Secondary Students ◽  
Community Service ◽  
Positive Impact ◽  
Methodological Approach ◽  
Community Service Learning ◽  
Secondary Chemistry ◽  
Post Secondary ◽  
K 12

Community Service Learning (CSL) is an experiential learning approach that integrates community service into student projects and provides diverse learning opportunities to reduce interdisciplinary barriers. A semester-long chemistry curriculum with an integrated CSL intervention was implemented in a Canadian university to analyze the potential for engagement and positive attitudes toward chemistry as a meaningful undertaking for 14 post-secondary students in the laboratory as well as for their 400 K-12 student partners in the community. Traditionally, introductory science experiments typically involve repeating a cookbook recipe from a lab book, but this CSL project allowed the post-secondary and K-12 students to work collaboratively to determine the physical and chemical properties and total dissolved solids in the water fountains from the K-12 students' schools. Post-instructional surveys were completed by all learners and were analyzed using a mixed methodological approach with both quantitative and qualitative methods. The expected audience that may be interested in this study are those involved in teaching chemistry in higher education and at the K-12 level as well as those interested in service learning, community and civic engagement, experiential learning, and development of transferable skills in chemistry. The results demonstrate that both groups of students report favorable engagement and attitudes towards learning chemistry and higher self-confidence levels on performing lab skills after the activity. Furthermore, both groups of students expressed interest in exploring future projects, which is indicative of the positive impact of CSL and the mutual benefits of the partnership.

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