scholarly journals Test of a Deviance Regulation Theory Intervention Among First Year College Student Drinkers: Differential Effects via Frequency and Quantity Norms

2020 ◽  
Author(s):  
Angelina Leary ◽  
Robert Dvorak ◽  
Wendy Troop-Gordon ◽  
Hart Blanton ◽  
Roselyn Peterson ◽  
...  
Keyword(s):  
Control Group ◽  
First Year ◽  
Behavioral Strategies ◽  
Web Based ◽  
Regulation Theory ◽  
First Year College ◽  
Positive Message ◽  
Régulation Theory ◽  
Initial Support ◽  
First Time

OBJECTIVE: First-time-in-college (FTIC) students, or college freshmen, are at a heightened risk of experiencing alcohol-related consequences, as these individuals are relatively inexperienced with alcohol and have tremendous pressure to assimilate to new norms. The current study investigates the use of a Deviance Regulation Theory (DRT) intervention, presented in a web-based format, to increase the use of Protective Behavioral Strategies (PBS) among FTIC students. METHOD: FTIC students (n = 157) completed weekly surveys for six weeks, which examined alcohol use and consequences, PBS use, and perceived PBS norms. Participants were randomly assigned one of three conditions: 1) a positive-framed message about individuals who do use PBS, 2) a negative-framed message about individuals who do not use PBS, or 3) a control group that received no messaging. RESULTS: Results suggest the negative-framed message increases PBS use across time for individuals high PBS norms, consistent with DRT. The positive-frame message did not change PBS use across time. However, the positive message was associated with more PBS use at the weekly-level when an individual had low PBS norms, consistent with DRT. Results also suggest PBS norms grew across time. CONCLUSIONS: These results provide initial support for the use of a DRT prevention program for FTIC students.

A Hybrid Evaluation-Optimization Trial to Evaluate an Intervention Targeting the Intersection of Alcohol and Sex in College Students and Simultaneously Test an Additional Component Aimed at Preventing Sexual Violence

2021 ◽  
Author(s):  
Amanda E Tanner ◽  
Kate M Guastaferro ◽  
Kelly L Rulison ◽  
David L Wyrick ◽  
Jeffrey J Milroy ◽  
...  
Keyword(s):  
College Students ◽  
Sexual Violence ◽  
Sexual Behaviors ◽  
Detectable Effect ◽  
First Year ◽  
Behavioral Strategies ◽  
Single Experiment ◽  
First Year College ◽  
First Year College Students

Abstract Background Using the multiphase optimization strategy (MOST), we previously developed and optimized an online behavioral intervention, itMatters, aimed at reducing the risk of sexually transmitted infections (STI) among first-year college students by targeting the intersection of alcohol use and sexual behaviors. Purpose We had two goals: (a) to evaluate the optimized itMatters intervention and (b) to determine whether the candidate sexual violence prevention (SVP) component (included at the request of participating universities) had a detectable effect and therefore should be added to create a new version of itMatters. We also describe the hybrid evaluation-optimization trial we conducted to accomplish these two goals in a single experiment. Methods First year college students (N = 3,098) at four universities in the USA were individually randomized in a hybrid evaluation-optimization 2 × 2 factorial trial. Data were analyzed using regression models, with pre-test outcome variables included as covariates in the models. Analyses were conducted separately with (a) immediate post-test scores and (b) 60-day follow-up scores as outcome variables. Results Experimental results indicated a significant effect of itMatters on targeted proximal outcomes (norms) and on one distal behavioral outcome (binge drinking). There were no significant effects on other behavioral outcomes, including the intersection of alcohol and sexual behaviors. In addition, there were mixed results (positive short-term effect; no effect at 60-day follow-up) of the SVP component on targeted proximal outcomes (students’ self-efficacy to reduce/prevent sexual violence and perceived effectiveness of protective behavioral strategies). Conclusions The hybrid evaluation-optimization trial enabled us to evaluate the individual and combined effectiveness of the optimized itMatters intervention and the SVP component in a single experiment, conserving resources and providing greatly improved efficiency. Trial Registration NCT04095065.

scholarly journals The Impact of a Web-Based Mindfulness, Nutrition and Fitness Platform on the Health Status of First-Year University Students: Protocol for a Randomized Controlled Trial (Preprint)

2020 ◽  
Author(s):  
Claire F Trottier ◽  
Jessica RL Lieffers ◽  
Steven T Johnson ◽  
João F Mota ◽  
Roshni K Gill ◽  
...  
Keyword(s):  
Physical Activity ◽  
University Students ◽  
Intervention Group ◽  
Mental Wellbeing ◽  
Control Group ◽  
First Year ◽  
Web Based ◽  
Related Quality ◽  
First Year University ◽  
The Impact

BACKGROUND First-year university students are at increased risk for presenting with anxiety, depression, suicidal thoughts and poor nutritional status. Self-care plays an essential role in optimizing mental health and can prevent/treat stress, anxiety and depression. Web-based self-monitoring of diet and physical activity can lead to similar or improved health outcomes compared to conventional methods. Such tools are also popular among university students. OBJECTIVE The primary objective of this 12-week randomized control trial was to assess the impact of a web-based wellness platform on perceived stress among first-year university students. The study’s secondary outcome was to assess the effects of the platform on diet quality and exploratory outcomes were body composition, health related quality of life, mindfulness, mental wellbeing and physical activity. METHODS Ninety-seven first-year undergraduate students were randomized to either the intervention (n=48) or control (n=49) group. The intervention consisted of access to a web-based platform called My Viva Plan® (MVP) which aims to support healthy living on the topics of mindfulness, nutrition, and fitness. The platform is fully automated and is guided by principals of cognitive behavior theory. Participants in the intervention group were instructed to use MVP as frequently as possible over 12 weeks. The control group did not receive access to MVP. Perceived stress was assessed using the Stress Indicators Questionnaire at baseline, week 6 and week 12. Three day food records were used to analyze dietary intake at baseline and week 12. Health related quality of life, mindfulness, mental wellbeing and physical activity questionnaires were completed at baseline, week 6 and week 12 and body composition was assessed at baseline and week 12. Study assessments were completed in-person at baseline and week 12 and electronically at week 6. RESULTS Study recruitment started in August 2018 with batch enrollment for students registered in the fall (September 2018 to December 2018) and winter (January 2019 to April 2019) academic terms at the University of Alberta, Edmonton, Alberta. Eighty participants completed the 12-week trial (n=35 in the intervention group; n=45 in the control group). All data collection ended in May 2019. CONCLUSIONS This project is the first to explore the impact of an online platform designed to promote health and wellness; it will also shed light into its applicability in first-year university students. If successful, this may become an important health care tool for preventative care in first year university students. CLINICALTRIAL ClinicalTrials.gov NCT03579264

scholarly journals A road paved with safe intentions: Increasing intentions to use alcohol protective behavioral strategies via Deviance Regulation Theory.

2016 ◽  
Vol 35 (6) ◽  
pp. 604-613 ◽  
Author(s):  
Robert D. Dvorak ◽  
Matthew R. Pearson ◽  
Clayton Neighbors ◽  
Matthew P. Martens ◽  
Brittany L. Stevenson ◽  
...  
Keyword(s):  
Behavioral Strategies ◽  
Regulation Theory ◽  
Protective Behavioral Strategies ◽  
Régulation Theory

scholarly journals Brief Group Intervention Using Emotional Freedom Techniques for Depression in College Students: A Randomized Controlled Trial

2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Dawson Church ◽  
Midanelle A. De Asis ◽  
Audrey J. Brooks
Keyword(s):  
College Students ◽  
Group Intervention ◽  
Controlled Trial ◽  
Severe Depression ◽  
Cost Effective ◽  
Control Group ◽  
First Year ◽  
First Year College ◽  
Emotional Freedom Techniques ◽  
First Year College Students

Two hundred thirty-eight first-year college students were assessed using the Beck Depression Inventory (BDI). Thirty students meeting the BDI criteria for moderate to severe depression were randomly assigned to either a treatment or control group. The treatment group received four 90-minute group sessions of EFT (Emotional Freedom Techniques), a novel treatment that combines exposure, cognitive reprocessing, and somatic stimulation. The control group received no treatment. Posttests were conducted 3 weeks later on those that completed all requirements (N=18). The EFT group (n=9) had significantly more depression at baseline than the control group (n=9) (EFT BDImean=23.44,SD=2.1versus control BDImean=20.33,SD=2.1). After controlling for baseline BDI score, the EFT group had significantly less depression than the control group at posttest, with a mean score in the “nondepressed” range (P=.001; EFT BDImean=6.08,SE=1.8versus control BDImean=18.04,SE=1.8). Cohen'sdwas 2.28, indicating a very strong effect size. These results are consistent with those noted in other studies of EFT that included an assessment for depression and indicate the clinical usefulness of EFT as a brief, cost-effective, and efficacious treatment.

A Diversity Ideology Intervention: Multiculturalism Reduces the Racial Achievement Gap

2020 ◽  
pp. 194855062093822 ◽  
Author(s):  
Hannah J. Birnbaum ◽  
Nicole M. Stephens ◽  
Sarah S. M. Townsend ◽  
MarYam G. Hamedani
Keyword(s):  
Achievement Gap ◽  
Academic Outcomes ◽  
The United States ◽  
Control Group ◽  
First Year ◽  
Racial Achievement Gap ◽  
Grade Point ◽  
First Year College ◽  
First Year College Students ◽  
Racial Achievement

In the United States, underrepresented racial minority (URM) students continue to face psychological barriers that undermine their achievement and fuel disparities in academic outcomes. In the current research, we tested whether a multicultural ideology intervention could improve URM students’ grade point averages (GPAs) during the first 2 years of college and thereby reduce the racial achievement gap. Specifically, first-year college students ( N = 407) read a diversity statement that represented the schools’ diversity ideology in terms of either multiculturalism or colorblindness. URM students who read a multicultural diversity statement earned higher GPAs 2 years later compared to those who read a colorblind diversity statement. Furthermore, they earned higher GPAs compared to a nonparticipant campus-wide control group. The current study is the first to demonstrate that multiculturalism can increase the long-term academic outcomes of URM students in college.

scholarly journals A Study of the Residual Impact of the Texas Information Literacy Tutorial on the Information-Seeking Ability of First Year College Students

2004 ◽  
Vol 65 (3) ◽  
pp. 205-215 ◽  
Author(s):  
William A. Orme
Keyword(s):  
College Students ◽  
Information Literacy ◽  
Information Seeking ◽  
First Year ◽  
Web Based ◽  
First Year College ◽  
Information Research ◽  
Information Skills ◽  
First Year College Students ◽  
The Web

The study discussed in this paper investigated the residual impact of the Web-based tutorial known as the Texas Information Literacy Tutorial (TILT) on first-year college students and their ability to perform tasks related to information research. Unique to this study is the investigation of ability beyond the semester in which instruction was provided. The study examined four groups of students, each of which received a different type of information skills instruction. Results and implications are discussed at the end of the article.

scholarly journals The Effectiveness of Teaching Non-Native Learners in Recognizing the Differences of 4 Tones using a Romanised Mandarin Web-based Instruction

2011 ◽  
Vol 1 (3) ◽  
pp. 67-71
Author(s):  
Lim Soo Giap
Keyword(s):  
Traditional Approach ◽  
Future Research ◽  
Control Group ◽  
First Year ◽  
Teaching Tool ◽  
Web Based ◽  
Web Based Instruction ◽  
Research Findings ◽  
Based Instruction ◽  
Experimental Group

The objective of this paper is to assess the feasibility of utilizing Guru Hanyu Pinyin web based instruction as a teaching tool for non-native speakers in recognizing the differences of 4 tones at syllable level in Hanyu Pinyin. The study compares the academic achievements for Hanyu Pinyin of two different groups of students whereby the experimental group adopts the web based instruction and the control group adopts the traditional approach as the mode of learning. This research is targetted on first year elementary level Mandarin students at UiTM Penang campus. The research sample has been selected through stratified random sampling. Research findings reveal interesting results whereby the performance of the control group is statistically better than the experimental group in recognizing differences of 4 tones at syllable level. This paper also discusses some limitations that were discovered in the existing version of teaching tool developed and proposes some recommendations for future research.

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