scholarly journals Measuring Engagement in eHealth and mHealth Behavior Change Interventions: Viewpoint of Methodologies (Preprint)

2017 ◽  
Author(s):  
Camille E Short ◽  
Ann DeSmet ◽  
Catherine Woods ◽  
Susan L Williams ◽  
Carol Maher ◽  
...  
Keyword(s):  
Behavior Change ◽  
Self Report ◽  
Sensor Data ◽  
Future Research ◽  
Snowball Sampling ◽  
System Usage ◽  
Behavior Change Interventions ◽  
Wide Range ◽  
Methodological Considerations ◽  
Usage Data

UNSTRUCTURED Engagement in electronic health (eHealth) and mobile health (mHealth) behavior change interventions is thought to be important for intervention effectiveness, though what constitutes engagement and how it enhances efficacy has been somewhat unclear in the literature. Recently published detailed definitions and conceptual models of engagement have helped to build consensus around a definition of engagement and improve our understanding of how engagement may influence effectiveness. This work has helped to establish a clearer research agenda. However, to test the hypotheses generated by the conceptual modules, we need to know how to measure engagement in a valid and reliable way. The aim of this viewpoint is to provide an overview of engagement measurement options that can be employed in eHealth and mHealth behavior change intervention evaluations, discuss methodological considerations, and provide direction for future research. To identify measures, we used snowball sampling, starting from systematic reviews of engagement research as well as those utilized in studies known to the authors. A wide range of methods to measure engagement were identified, including qualitative measures, self-report questionnaires, ecological momentary assessments, system usage data, sensor data, social media data, and psychophysiological measures. Each measurement method is appraised and examples are provided to illustrate possible use in eHealth and mHealth behavior change research. Recommendations for future research are provided, based on the limitations of current methods and the heavy reliance on system usage data as the sole assessment of engagement. The validation and adoption of a wider range of engagement measurements and their thoughtful application to the study of engagement are encouraged.

scholarly journals Consumer Neuroscience Techniques in Advertising Research: A Bibliometric Citation Analysis

2021 ◽  
Vol 13 (3) ◽  
pp. 1589
Author(s):  
Juan Sánchez-Fernández ◽  
Luis-Alberto Casado-Aranda ◽  
Ana-Belén Bastidas-Manzano
Keyword(s):  
Self Report ◽  
Future Research ◽  
Complex Nature ◽  
Clear Understanding ◽  
Continuous Growth ◽  
Main Research ◽  
Consumer Neuroscience ◽  
Starting Point ◽  
Wide Range ◽  
Performance Analysis Tools

The limitations of self-report techniques (i.e., questionnaires or surveys) in measuring consumer response to advertising stimuli have necessitated more objective and accurate tools from the fields of neuroscience and psychology for the study of consumer behavior, resulting in the creation of consumer neuroscience. This recent marketing sub-field stems from a wide range of disciplines and applies multiple types of techniques to diverse advertising subdomains (e.g., advertising constructs, media elements, or prediction strategies). Due to its complex nature and continuous growth, this area of research calls for a clear understanding of its evolution, current scope, and potential domains in the field of advertising. Thus, this current research is among the first to apply a bibliometric approach to clarify the main research streams analyzing advertising persuasion using neuroimaging. Particularly, this paper combines a comprehensive review with performance analysis tools of 203 papers published between 1986 and 2019 in outlets indexed by the ISI Web of Science database. Our findings describe the research tools, journals, and themes that are worth considering in future research. The current study also provides an agenda for future research and therefore constitutes a starting point for advertising academics and professionals intending to use neuroimaging techniques.

scholarly journals Education Support Worker's Perspectives on Their Work with Children with Disabilities in New Zealand Kindergarten Settings

2021 ◽  
Author(s):  
◽  
Pamela Jean Backhouse
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Students With Disabilities ◽  
Quantitative Research ◽  
Children With Disabilities ◽  
Policy Implications ◽  
Self Report ◽  
Future Research ◽  
Wide Range ◽  
Education Support

<p>International literature has focused on paraprofessionals working with students with disabilities in schools and similarly there is some investigative research on teacher aides working with children with disabilities in New Zealand schools. However there is little enquiry into Education Support Workers (ESWs) perspectives of working with children with disabilities in New Zealand Early Childhood Education settings. This study is intended to contribute to addressing this important gap in the literature. ESWs are allocated as primary supports for children with disabilities who need extra learning support and require intervention. This qualitative and quantitative research study is positioned within a sociocultural framework of the Te Whāriki (1996) Early Childhood curriculum which promotes inclusive practices for all children. One-hundred and three ESW respondents from the kindergarten sector completed and returned a questionnaire. Data collection included the role and proximity of an ESW, the child’s interactions with others, and the ESW’s relationship with the child with disabilities. The results revealed ESWs have a wide range of roles and responsibilities in their work with children with disabilities. They work in collaboration with teachers in determining their work with a child and integrate a child into the environment. The development of social skills and involving everyone in the child’s learning was a top priority. Also included was the building of relationships between the child, peers, teachers, and parents. In this study ESWs used a combination of positions such as working alongside, hovering, opposite, and behind and at the same time the child primarily interacted with the ESW, teachers, and peers. Even though there were some ESWs who worked exclusively with a child, the child still interacted in combination with the ESW, teachers, and peers. This result showed inclusion of others irrespective of the ESW’s close proximity. The ESW’s relationship with a child was reported as warm, caring, and positive and also described as very close, perhaps due to the nature of support for some children. This study explored ESWs’ perspectives on their work with children with disabilities and used self report. Theoretical and policy implications are discussed in the context of the ECE curriculum. Although some insight has been generated by ESWs’ participation in this study, there is still an urgent need for future research to ensure Ministry of Education policy and practice line up for children with disabilities and their families, in order for them to receive an equitable fair education as valued members of our community.</p>

scholarly journals Habit Formation and Behavior Change

Psychology ◽  
2019 ◽  
Author(s):  
Benjamin Gardner ◽  
Amanda L. Rebar
Keyword(s):  
Behavior Change ◽  
Real World ◽  
Habit Formation ◽  
Processing System ◽  
Social Contexts ◽  
Self Report ◽  
Behavior Change Interventions ◽  
Context Dependent ◽  
And Behavior

Many of the most pressing societal issues—e.g., health, illness, and associated costs; climate change—are rooted in behavior. Even small changes to everyday behaviors can bring considerable benefits. Many people successfully adopt new behaviors but fail to maintain them over time. This problem has inspired interest in habit. Within psychology, habitual behaviors are defined as actions triggered automatically when people encounter situations in which they have consistently done them in the past. Repeating behavior in the same context reinforces mental associations between the context and behavior. Habit is said to have formed when exposure to the context non-consciously activates the association, which in turn elicits an urge to act, influencing behavior with minimal conscious forethought. As an initially goal-directed behavior becomes habitual, control over behavior is transferred from a reasoned, reflective processing system, which elicits behavior relatively slowly based on conscious motivation, to an impulsive system, which elicits behavior rapidly and efficiently, based on learned context-behavior associations. Habitual behaviors thus become detached from conscious motivational processes. Spurred by development of self-report habit measures, studies have modeled the relationship between behavioral repetition and the strengthening of habit, showing that habit is characterized by initially rapid growth, which decelerates until a plateau is reached. Theories propose that habit has two effects on behavior in the associated context: habit will prompt frequent performance, and will override motivational tendencies in doing so, unless self-control is particularly strong in that moment. People may therefore continue to perform a habitual action even when they lack motivation. These characteristics have generated interest in the potential for habit to support long-term adoption of new behaviors. People often fail to maintain behavior changes because they lose motivation, but if people were to form habits for new behaviors, they should in theory continue to perform them despite losing motivation. This has prompted calls for interventions to move beyond merely promoting new behaviors, toward advocating context-dependent habitual performances. Some have also argued that habit formation may be fruitful for stopping unwanted behaviors, because new, “good” habits can be directly substituted for existing “bad” habits. Realistically, habit formation is not a viable standalone behavior change technique, as it requires that people first adopt a new behavior, which through repetition will become habitual. The promotion of context-dependent repetition should complement techniques that reinforce the motivation and action control required for behavioral initiation and maintenance prior to habit forming. Real-world behavior change interventions based on these principles have been found to be acceptable and appealing, and show promise for changing behavior, though few have used long-term follow-up periods. This entry highlights leading work in the application of habit formation to behavior change interventions, drawing on the most methodologically and conceptually rigorous empirical research available. Most of the development and application of habit theory to real-world social contexts has been undertaken in health and pro-environmental domains. This entry thus focuses most heavily on these domains, but the principles outlined are thought to be applicable across behaviors and settings.

scholarly journals Education Support Worker's Perspectives on Their Work with Children with Disabilities in New Zealand Kindergarten Settings

2021 ◽  
Author(s):  
◽  
Pamela Jean Backhouse
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Students With Disabilities ◽  
Quantitative Research ◽  
Children With Disabilities ◽  
Policy Implications ◽  
Self Report ◽  
Future Research ◽  
Wide Range ◽  
Education Support

<p>International literature has focused on paraprofessionals working with students with disabilities in schools and similarly there is some investigative research on teacher aides working with children with disabilities in New Zealand schools. However there is little enquiry into Education Support Workers (ESWs) perspectives of working with children with disabilities in New Zealand Early Childhood Education settings. This study is intended to contribute to addressing this important gap in the literature. ESWs are allocated as primary supports for children with disabilities who need extra learning support and require intervention. This qualitative and quantitative research study is positioned within a sociocultural framework of the Te Whāriki (1996) Early Childhood curriculum which promotes inclusive practices for all children. One-hundred and three ESW respondents from the kindergarten sector completed and returned a questionnaire. Data collection included the role and proximity of an ESW, the child’s interactions with others, and the ESW’s relationship with the child with disabilities. The results revealed ESWs have a wide range of roles and responsibilities in their work with children with disabilities. They work in collaboration with teachers in determining their work with a child and integrate a child into the environment. The development of social skills and involving everyone in the child’s learning was a top priority. Also included was the building of relationships between the child, peers, teachers, and parents. In this study ESWs used a combination of positions such as working alongside, hovering, opposite, and behind and at the same time the child primarily interacted with the ESW, teachers, and peers. Even though there were some ESWs who worked exclusively with a child, the child still interacted in combination with the ESW, teachers, and peers. This result showed inclusion of others irrespective of the ESW’s close proximity. The ESW’s relationship with a child was reported as warm, caring, and positive and also described as very close, perhaps due to the nature of support for some children. This study explored ESWs’ perspectives on their work with children with disabilities and used self report. Theoretical and policy implications are discussed in the context of the ECE curriculum. Although some insight has been generated by ESWs’ participation in this study, there is still an urgent need for future research to ensure Ministry of Education policy and practice line up for children with disabilities and their families, in order for them to receive an equitable fair education as valued members of our community.</p>

scholarly journals Peer-Based Social Media Features in Behavior Change Interventions: Systematic Review (Preprint)

2017 ◽  
Author(s):  
Sheik Mohammad Roushdat Ally Elaheebocus ◽  
Mark Weal ◽  
Leanne Morrison ◽  
Lucy Yardley
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Behavior Change ◽  
Behavioral Interventions ◽  
Selection Process ◽  
Future Research ◽  
Behavioral Risk ◽  
Lack Of Information ◽  
Behavior Change Interventions ◽  
High Level

BACKGROUND Incorporating social media features into digital behavior change interventions (DBCIs) has the potential to contribute positively to their success. However, the lack of clear design principles to describe and guide the use of these features in behavioral interventions limits cross-study comparisons of their uses and effects. OBJECTIVE The aim of this study was to provide a systematic review of DBCIs targeting modifiable behavioral risk factors that have included social media features as part of their intervention infrastructure. A taxonomy of social media features is presented to inform the development, description, and evaluation of behavioral interventions. METHODS Search terms were used in 8 databases to identify DBCIs that incorporated social media features and targeted tobacco smoking, diet and nutrition, physical activities, or alcohol consumption. The screening and review process was performed by 2 independent researchers. RESULTS A total of 5264 articles were screened, and 143 articles describing a total of 134 studies were retained for full review. The majority of studies (70%) reported positive outcomes, followed by 28% finding no effects with regard to their respective objectives and hypothesis, and 2% of the studies found that their interventions had negative outcomes. Few studies reported on the association between the inclusion of social media features and intervention effect. A taxonomy of social media features used in behavioral interventions has been presented with 36 social media features organized under 7 high-level categories. The taxonomy has been used to guide the analysis of this review. CONCLUSIONS Although social media features are commonly included in DBCIs, there is an acute lack of information with respect to their effect on outcomes and a lack of clear guidance to inform the selection process based on the features’ suitability for the different behaviors. The proposed taxonomy along with the set of recommendations included in this review will support future research aimed at isolating and reporting the effects of social media features on DBCIs, cross-study comparisons, and evaluations.

Using Biological Feedback to Promote Health Behavior Change in Adults: Protocol for a Scoping Review (Preprint)

2021 ◽  
Author(s):  
Kelli Marie Richardson ◽  
Ahlam A Saleh ◽  
Michelle R Jospe ◽  
Yue Liao ◽  
Susan Schembre
Keyword(s):  
Health Behavior ◽  
Behavior Change ◽  
Scoping Review ◽  
Health Behavior Change ◽  
Controlled Trials ◽  
Cochrane Central Register ◽  
Biological Feedback ◽  
Design And Implementation ◽  
Behavior Change Interventions ◽  
Wide Range

BACKGROUND Many health conditions can be prevented, managed, or improved through behavioral interventions. Biological feedback, as a component of health behavior change interventions, is of particular interest given recent advances in wearable biosensing technology, digital health apps, and personalized health and wellness. Yet, there is a paucity of literature to guide the design and implementation of interventions that incorporate biological feedback to motivate health behavior change. OBJECTIVE The goal of this scoping review is to deeply explore the use of biological feedback as a component of health behavior change interventions that target adults. Objectives of the review include: (1) mapping the domains of research that incorporate biological feedback and (2) describing the operational characteristics of using biological feedback in the context of health behavior change. METHODS A comprehensive list of search terms was developed to capture studies from a wide range of domains. Studies to be included are randomized controlled trials targeting adults ≥18 years old that use biological feedback to change a health-related behavior, and are published as primary research articles, theses, or dissertations. The following electronic databases were searched: Ovid MEDLINE, Embase.com Embase, Cochrane Central Register of Controlled Trials, EBSCOhost PsycINFO, and ProQuest Dissertations & Theses Global. The screening and data extraction process will be guided by the Joanna Briggs Institute Manual for Evidence Synthesis and conducted by trained reviewers. RESULTS Database searches were completed in June 2021. A total of 50,459 unique records were returned after the removal of 48,634 duplicate records. The scoping review is planned for completion in 2022. CONCLUSIONS To our knowledge, this will be the first scoping review to map the literature that uses biological feedback as a component of health behavior change interventions targeting adults. Findings will be used to develop a framework to guide the design and implementation of future health behavior change interventions that incorporate biological feedback. CLINICALTRIAL 10.17605/OSF.IO/YP5WA

scholarly journals Engagement, Acceptability, Usability, and Preliminary Efficacy of a Self-Monitoring Mobile Health Intervention to Reduce Sedentary Behavior in Belgian Older Adults: Mixed Methods Study (Preprint)

2020 ◽  
Author(s):  
Sofie Compernolle ◽  
Greet Cardon ◽  
Hidde P van der Ploeg ◽  
Femke Van Nassau ◽  
Ilse De Bourdeaudhuij ◽  
...  
Keyword(s):  
Older Adults ◽  
Mixed Methods ◽  
Behavior Change ◽  
Sedentary Behavior ◽  
Community Dwelling ◽  
Mixed Methods Study ◽  
Sitting Time ◽  
Self Monitoring ◽  
System Usage ◽  
Usage Data

BACKGROUND Although healthy aging can be stimulated by the reduction of sedentary behavior, few interventions are available for older adults. Previous studies suggest that self-monitoring might be a promising behavior change technique to reduce older adults’ sedentary behavior. However, little is known about older adults’ experiences with a self-monitoring–based intervention aimed at the reduction of sedentary behavior. OBJECTIVE The aim of this study is to evaluate engagement, acceptability, usability, and preliminary efficacy of a self-monitoring–based mHealth intervention developed to reduce older adults’ sedentary behavior. METHODS A mixed methods study was performed among 28 community-dwelling older adults living in Flanders, Belgium. The 3-week intervention consisted of general sedentary behavior information as well as visual and tactile feedback on participants’ sedentary behavior. Semistructured interviews were conducted to explore engagement with, and acceptability and usability of, the intervention. Sitting time was measured using the thigh-worn activPAL (PAL Technologies) accelerometer before and after the intervention. System usage data of the app were recorded. Quantitative data were analyzed using descriptive statistics and paired-samples <i>t</i> tests; qualitative data were thematically analyzed and presented using pen profiles. RESULTS Participants mainly reported positive feelings regarding the intervention, referring to it as motivating, surprising, and interesting. They commonly reported that the intervention changed their thinking (ie, they became more aware of their sedentary behavior) but not their actual behavior. There were mixed opinions on the kind of feedback (ie, tactile vs visual) that they preferred. The intervention was considered easy to use, and the design was described as clear. Some problems were noticed regarding attaching and wearing the self-monitoring device. System usage data showed that the median frequency of consulting the app widely differed among participants, ranging from 0 to 20 times a day. No significant reductions were found in objectively measured sitting time. CONCLUSIONS Although the intervention was well perceived by the majority of older adults, no reductions in sitting time were found. Possible explanations for the lack of reductions might be the short intervention duration or the fact that only bringing the habitual sedentary behavior into conscious awareness might not be sufficient to achieve behavior change. CLINICALTRIAL ClinicalTrials.gov NCT04003324; https://tinyurl.com/y2p4g8hx

scholarly journals Known Knowns and Known Unknowns on Behavior Change Interventions and Mechanisms of Action

2020 ◽  
Author(s):  
Martin S Hagger ◽  
Susette Moyers ◽  
Kaylyn McAnally ◽  
Lauren Mckinley
Keyword(s):  
Behavior Change ◽  
Behavioral Intervention ◽  
Mechanisms Of Action ◽  
Intervention Research ◽  
Current Evidence ◽  
Future Research ◽  
Study Quality ◽  
Behavior Change Techniques ◽  
Behavior Change Interventions ◽  
Known Unknowns

Systematic reviews and meta-analyses play an important role in summarizing current research on the efficacy of behavior change interventions and their mechanisms of action. The reviews in this special issue represent a ‘step change’ in evaluating current evidence on behavior change interventions and mechanisms. This article outlines the findings and emerging issues identified in the reviews (‘known knowns’), and summarizes evidence gaps to be addressed in future research (‘known unknowns’). Findings indicate that tests of mechanisms of behavior change interventions are not routinely conducted in primary studies and research syntheses; reviews and studies do not sufficiently account for study quality; substantive variability exists in descriptions of intervention content and putative mediators implicated in their mechanisms of action; limited data is available on the efficacy of many behavior change techniques; and moderators of intervention effects and mechanisms are seldom taken into account. Possible solutions include testing effects of isolated behavior change techniques and mechanisms of action; routine evaluation of study quality in behavioral intervention research; development of an evidence base linking behavior change techniques with theory-based constructs that comprise mechanisms of action; adoption of fit-for-purpose methods for synthesizing behavioral intervention mechanisms of action; and routine testing of moderators in intervention research.

scholarly journals The Symphony of Team Flow in Virtual Teams. Using Artificial Intelligence for Its Recognition and Promotion

2021 ◽  
Vol 12 ◽  
Author(s):  
Corinna Peifer ◽  
Anita Pollak ◽  
Olaf Flak ◽  
Adrian Pyszka ◽  
Muhammad Adeel Nisar ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Machine Learning ◽  
Real Time ◽  
Virtual Teams ◽  
Team Effectiveness ◽  
Learning System ◽  
Self Report ◽  
Sensor Data ◽  
Future Research ◽  
Flow Measurements

More and more teams are collaborating virtually across the globe, and the COVID-19 pandemic has further encouraged the dissemination of virtual teamwork. However, there are challenges for virtual teams – such as reduced informal communication – with implications for team effectiveness. Team flow is a concept with high potential for promoting team effectiveness, however its measurement and promotion are challenging. Traditional team flow measurements rely on self-report questionnaires that require interrupting the team process. Approaches in artificial intelligence, i.e., machine learning, offer methods to identify an algorithm based on behavioral and sensor data that is able to identify team flow and its dynamics over time without interrupting the process. Thus, in this article we present an approach to identify team flow in virtual teams, using machine learning methods. First of all, based on a literature review, we provide a model of team flow characteristics, composed of characteristics that are shared with individual flow and characteristics that are unique for team flow. It is argued that those characteristics that are unique for team flow are represented by the concept of collective communication. Based on that, we present physiological and behavioral correlates of team flow which are suitable – but not limited to – being assessed in virtual teams and which can be used as input data for a machine learning system to assess team flow in real time. Finally, we suggest interventions to support team flow that can be implemented in real time, in virtual environments and controlled by artificial intelligence. This article thus contributes to finding indicators and dynamics of team flow in virtual teams, to stimulate future research and to promote team effectiveness.

Problem-Solving Appraisal and Psychological Adjustment

2009 ◽  
pp. 344-356 ◽  
Author(s):  
P. Paul Heppner ◽  
Dong-Gwi Lee ◽  
Lu Tian
Keyword(s):  
Problem Solving ◽  
Positive Psychology ◽  
Psychological Adjustment ◽  
Self Report ◽  
Applied Problem ◽  
Future Research ◽  
Problem Solving Skills ◽  
Training Interventions ◽  
Wide Range ◽  
The Many

How people typically respond to life's problems is of critical importance, particularly how they appraise their problem-solving skills and whether they generally approach or avoid the many problems of life. A critical strength or resource for coping with life's demands is a person's appraisal of his or her problem-solving skills and style. This chapter focuses on how problem-solving appraisal has been empirically demonstrated to be an important asset in living and an important component of positive psychology. Specifically, it begins with a brief history of applied problem-solving appraisal, followed by how it is measured. The Problem Solving Inventory (PSI) has been one of the most widely used self-report inventories in applied problem solving; the PSI has a strong empirical base, and it is strongly linked to a wide range of indices of psychological adjustment, physical health, a wide array of coping activities, and vocational adjustment. The chapter also provides a brief overview of problem-solving training interventions, and finally future research directions and conclusions. Because problem-solving appraisal is learned, this implies that it is amenable to change; this provides hope for millions of people to bring positive change to their lives through the integration of problem solving and positive psychology.

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