Development and Evaluation of a Child Vaccination Chatbot Real-Time Consultation Messenger Service during the COVID-19 Pandemic

The decreased rate of children’s vaccination has resulted in outbreaks of vaccine-preventable diseases, and vaccination hesitancy is being brought about by the uncertainty caused by the continuing COVID-19 pandemic. With this study, we aimed to assess the efficacy of a child vaccination chatbot based on changes in variables such as vaccination information, motivation, self-efficacy, and vaccination behavioral intention. From 30 January to 15 February 2020, 65 parents raising children ≤35 months old who were expected to be vaccinated within three months participated in the trial through online recruitment. Participants were randomly assigned to either the experimental group (n = 34) or the control group (n = 31) and were followed up with over a period of 12 weeks. During this period, both groups of participants were provided with vaccination schedule reminders. The experimental group were additionally provided with vaccination-related information and motivation boosters by a chatbot (real-time consultation messenger service); the control group was provided the same information by brochure. Comparing both groups, the experimental group that used the chatbot scored higher on vaccination information, motivation, self-efficacy, and vaccination behavioral intention than the control group. This suggests that the chatbot provided useful and timely information to parents, increasing vaccination motivation, self-efficacy, and vaccination rates. This study provides evidence that chatbots are useful tools to encourage immunization through the provision of reminders and real-time consultation messenger services during the global health crisis and beyond.

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Development and Evaluation of the Real-time Consultation Messenger Service 'Child Vaccination Chatbot' in the Face of the COVID-19 Pandemic (Preprint)

10.2196/preprints.26833 ◽

2021 ◽

Author(s):

Meihua Piao ◽

Yeong Joo Hong

Keyword(s):

Real Time ◽

Behavioral Intention ◽

Self Efficacy ◽

Vaccination Schedule ◽

Vaccine Hesitancy ◽

Control Group ◽

Raising Children ◽

Vaccination Rates ◽

Experimental Group ◽

Child Vaccination

BACKGROUND The decrease in children’s vaccination rates resulted in outbreaks of vaccine-preventable diseases. Child vaccine hesitancy can occur due to the ongoing COVID-19 pandemic as we are going through a time of uncertainty. OBJECTIVE This study aimed to assess the efficacy of the “Child Vaccination Friend Chatbot” based on changes in the measurements of vaccination information, motivation, self-efficacy, and vaccination behavioral intention variables. METHODS From 30th Jan. 2020 to 15th Feb. 2020, a total of 65 people participated in the trial through online recruitment. The participants of this study were parents who were raising children from 0 to 35 months old and those whose children expected to be vaccinated within three months. Participants were randomly assigned to the experimental group (N=34) and the control group (N=31). During the 12 weeks of the research, the participants were provided with vaccination schedule reminder alarms, a real-time consultation messenger service, information about vaccinations, and motivation boosters. Also, vaccination information, motivation, self-efficacy, and vaccination behavioral intention variables were measured every four weeks. RESULTS The experimental group that used the chatbot scored higher for vaccination information, motivation, self-efficacy, and vaccination behavioral intention than the control group. Based on the results, it is assumed that the child vaccination chatbot provided useful and prompt information to parents raising children who needed to be vaccinated. The child vaccination chatbot increased vaccination motivation, self-efficacy, and vaccination rates by providing necessary information to parents. CONCLUSIONS This study provides evidence that chatbot can be used as a tool to promote immunization through the provision of reminders and real-time consultation messenger service during the global crisis.

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Fatigue Management Health Education Intervention Effects on Flight Attendants

Aerospace Medicine and Human Performance ◽

10.3357/amhp.5643.2020 ◽

2020 ◽

Vol 91 (12) ◽

pp. 911-917

Author(s):

Chia-Jung Hu ◽

Feng-Ping Lee ◽

Rei-Mei Hong

Keyword(s):

Health Education ◽

Behavioral Intention ◽

Self Efficacy ◽

Flight Attendants ◽

Education Intervention ◽

Intervention Effects ◽

Fatigue Management ◽

Management Knowledge ◽

Health Education Intervention ◽

Experimental Group

BACKGROUND: This study explored the impact of a fatigue management health education intervention (FMI) on flight attendants fatigue management knowledge, attitudes, behavioral intention, self-efficacy, and fatigue intensity.METHODS: A quasi-experimental pretest-posttest design was used. The sample included 70 flight attendants of an international airline company in Taiwan. The experimental group (N 34) received an FMI, while the control group (N 36) had no intervention. Fatigue management knowledge, attitude, behavior intention, self-efficacy, and fatigue intensity were assessed at baseline and 1 wk later. Single-factor analysis of covariance and Jensen Neman methods were used to assess the differences in outcomes between the two groups.RESULTS: Attitude and self-efficacy in the experimental group were significantly improved after the FMI [standardized mean difference (SMD), 0.96; 1.98]. The intervention also reduced their fatigue intensity (SMD 6.05) and both knowledge and behavioral intention scores were increased in more than 80% of subjects in the experimental group.DISCUSSION: FMI can effectively improve fatigue management knowledge, attitudes, behavioral intention, and self-efficacy and reduce fatigue intensity in flight attendants.Hu CJ, Lee FP, Hong RM. Fatigue management health education intervention effects on flight attendants. Aerosp Med Hum Perform. 2020; 91(12):911917.

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The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course

Sustainability ◽

10.3390/su13052888 ◽

2021 ◽

Vol 13 (5) ◽

pp. 2888

Author(s):

Li Zhao ◽

Xiaohong Liu ◽

Yu-Sheng Su

Keyword(s):

Educational Technology ◽

Self Efficacy ◽

Flipped Classroom ◽

Learning Motivation ◽

Control Group ◽

Learning Achievement ◽

Learning Satisfaction ◽

Teacher Students ◽

Pre Service Teacher ◽

Experimental Group

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

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Outcomes of Community-Based Youth Empowerment Programs Adopting Design Thinking: A Quasi-Experimental Study

Research on Social Work Practice ◽

10.1177/10497315211001442 ◽

2021 ◽

pp. 104973152110014

Author(s):

Siu-ming To ◽

Xiaoyu Liu

Keyword(s):

Self Efficacy ◽

Design Thinking ◽

Analysis Of Covariance ◽

Control Group ◽

Youth Empowerment ◽

Control Groups ◽

Community Based ◽

Quasi Experimental ◽

Creative Self ◽

Experimental Group

Purpose: Using a nonrandomized control group pretest–posttest assessment, this study aimed to examine the outcomes of community-based youth empowerment initiatives that were informed by design thinking. Method: A total of 553 youth living in Hong Kong were recruited to participate in this study. Among them, 213 youth self-selected to join the experimental group, and 340 youth joined the two control groups. Multivariate analysis of covariance and post hoc group comparisons were used to examine the differences among the three groups at the posttest assessment. Results: The results indicate a positive improvement in creative self-efficacy among participants of the experimental group compared to the two control groups. Significant differences were also found between the experimental group and the second control group in terms of youth–adult partnerships and youth empowerment in the community. Conclusion: Youth empowerment programs informed by design thinking may reinforce self-efficacy beliefs by encouraging youth to bring about innovations in their community.

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Motivational climate, 2×2 achievement goal orientation and dominance, self-regulation, and physical activity in pre-service teacher education

European Physical Education Review ◽

10.1177/1356336x16655779 ◽

2016 ◽

Vol 23 (4) ◽

pp. 461-479 ◽

Cited By ~ 7

Author(s):

José-Antonio Cecchini-Estrada ◽

Antonio Méndez-Giménez

Keyword(s):

Physical Activity ◽

Goal Orientation ◽

Self Efficacy ◽

Leisure Time ◽

Motivational Climate ◽

Free Time ◽

Achievement Goal ◽

Achievement Goal Orientation ◽

Control Group ◽

Experimental Group

This longitudinal study investigated the effects of a mastery motivational climate in physical education (PE) classes on 2×2 achievement goal orientation and dominance, self-regulated learning (SRL), and physical activity (PA) in leisure time. A total of 408 (264 women, 144 men) university students were randomly assigned to two groups: experimental and control. For 12 weeks (24 one-hour sessions), the experimental group received an intervention programme based on TARGET model, which emphasized a mastery climate. The control group carried out the same content but without highlighting such strategies. By means of the structural equation model, true intraindividual change in relation to orientation to 2×2 achievement goals, SRL, and PA in leisure time was analyzed. An increase in different variables within the experimental group was confirmed, these being: (a) the orientation to and dominance of mastery-approach (MAp) goals at the expense of the remaining goals; (b) competences in SRL; and (c) moderate and vigorous levels of PA in their free time. In addition, intraindividual changes in the MAp goals were positively related to intraindividual changes in self-efficacy of learning, which, in turn, positively predicted intraindividual changes in PA, regardless of the group (experimental or control). Thus, the mastery climate increases the percentage of participants with a dominant MAp goal and can effectively help to promote regular habits of PA in free time, by mediation of self-efficacy in SRL.

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Interventi psicologici a sostegno dell'imprenditoria femminile: evidenze empiriche di efficacia nel contesto italiano

RISORSA UOMO ◽

10.3280/ru2011-004004 ◽

2013 ◽

pp. 455-470

Author(s):

Annamaria Di Fabio ◽

Letizia Palazzeschi ◽

Francesca Camilli ◽

Antonio Raschi

Keyword(s):

Decision Making ◽

Social Policy ◽

Self Efficacy ◽

Career Decision ◽

Control Group ◽

Competence Assessment ◽

Career Decision Making ◽

The Social ◽

Experimental Group

The present work aims to evaluate the effectiveness of a competence assessment intervention for professional enterprising effected with entrepreneurs of the agriculture and textile craft sectors and carried out within the project Guidance Paths (Percorsi di orientamento), a three-year project supported by the Italian Ministry of Labour and the Social Policy. The study used an experimental group (55 participants) that received a competence assessment intervention and a control group (37 participants). The results showed a decrease in career decision-making difficulties and an increase in career decision- making self-efficacy in the experimental group suggesting the effectiveness of competence assessment for entrepreneurship of women.

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Study of the Effectiveness of the Cognitive Behavioral Therapy on Self Efficacy and Pain among Children Suffering from Cancer

Global Journal of Health Science ◽

10.5539/gjhs.v9n5p33 ◽

2016 ◽

Vol 9 (5) ◽

pp. 33

Author(s):

Kosar Bardideh ◽

Fatemeh Bardideh ◽

Keivan Kakabaraee

Keyword(s):

Cognitive Behavioral Therapy ◽

Self Efficacy ◽

Behavioral Therapy ◽

Pain Scale ◽

Cognitive Behavioral ◽

Control Group ◽

Children With Cancer ◽

Research Population ◽

Quasi Experimental ◽

Experimental Group

OBJECTIVE: The aim of the present study is to investigate the effectiveness of the cognitive behavioral therapy on pain reduction and the elevation of self efficacy among children who suffer from cancer.METHOD: The present study adopts a quasi experimental pretest-posttest two group design .The research population consists of all 9-11 year old children with cancer who admitted to Tehran specialized cancer treatment centers in 2015. From those eligible in this study 40 were selected at hand and were randomly divided to two experimental and control groups (20 for experimental group and 20 for control group). Kuris self-efficacy questionnaire and Oucher pain scale were employed for data collection and multivariate and single-variant analyses of covariance have been used for data analysis.RESULTS: The results showed that the cognitive behavioral therapy has resulted in ease of pain and rise of efficacy among the experimental group (P˂ 0.01).CONCLUSION: Based on findings it can be deduced that cognitive behavioral therapy has a significant impact on this group of patients and this treatment can be employed as an appropriate solution in order to reduce the symptoms of children with cancer and ultimately to treat cancer.

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Development of Smartphone Application Based on the Theory of Planned Behaviour to Enhance Self-Efficacy for Online Learning

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v12i4.8715 ◽

2018 ◽

Vol 12 (4) ◽

pp. 135 ◽

Cited By ~ 1

Author(s):

Chattavut Peechapol ◽

Jaitip Na-Songkhla ◽

Siridej Sujiva ◽

Arthorn Luangsodsai

Keyword(s):

Online Learning ◽

Self Efficacy ◽

Theory Of Planned Behaviour ◽

Smartphone Application ◽

Smartphone App ◽

Control Group ◽

Online Learners ◽

Planned Behaviour ◽

Post Test ◽

Experimental Group

This study was conducted to develop a smartphone application to enhance self-efficacy for online learning. The theory of planned behaviour (TPB) was used as a framework for developing the smartphone app. The study used research and design (R&D) through three phases: 1) examining relevant literature and interviewing recognized experts in the field, 2) developing the smartphone app, and 3) studying the effect of the smartphone app on the self-efficacy of online learners. The results demonstrated that the framework of the smartphone application based on the TPB comprised six components. They were 1) the TPB’s concept for online learning, 2) instructional process, 3) instructional support tools, 4) application features, 5) instructor’s role, and 6) learner’s role. For technical aspects, the smartphone app was developed and deployed by using Amazon Web Service (AWS) cloud computing platform and infrastructure. Studying the effect of the application on self-efficacy was performed for four weeks using two groups in a pre-test/post-test design. The research method involved purposive sampling of 180 undergraduate students, consisting of a 90-student experimental group and a 90-student control group. The application based on the TPB and the application without the TPB were implemented in the experimental group and the control group, respectively. The results demonstrated that the post-test score of self-efficacy in online learning for the experimental group was statistically significantly higher than the control group at 0.05 level. This result showed that the smartphone app based on the TPB could significantly affect self-efficacy for online learners; it has the potential to be an effective tool for teaching an online course.

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Using comprehension strategies for students' self-efficacy, anxiety, and proficiency in reading English as a foreign language

Social Behavior and Personality An International Journal ◽

10.2224/sbp.6648 ◽

2018 ◽

Vol 46 (3) ◽

pp. 447-458 ◽

Cited By ~ 1

Author(s):

Hung-Chang Liao ◽

Ya-Huei Wang

Keyword(s):

Foreign Language ◽

Self Efficacy ◽

Comprehension Strategies ◽

Control Group ◽

Verbal Persuasion ◽

Reading Comprehension Strategies ◽

English Reading ◽

Significant Difference ◽

And Performance ◽

Experimental Group

We examined whether or not instructing Taiwanese students in the use of comprehension strategies when they are reading English as a foreign language, reduces their English reading anxiety and increases their English reading self-efficacy and proficiency. We used a quasiexperimental design and conducted a 15-week course. The experimental group (n = 31) received instruction in reading comprehension strategies and the control group (n = 31) received instruction by traditional teaching methods. The results show that the experimental group had less anxiety when reading English and higher proficiency than the control group. In regard to self-efficacy when reading English, the experimental group also performed better than the control group in terms of self-affirmation, perseverance, verbal persuasion, and performance overall. However, there was no statistically significant difference for learning attitude between the groups.

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The Effectiveness of Group Training of CBT-Based Stress Management on Anxiety, Psychological Hardiness and General Self-Efficacy Among University Students

Global Journal of Health Science ◽

10.5539/gjhs.v8n6p47 ◽

2015 ◽

Vol 8 (6) ◽

pp. 47 ◽

Cited By ~ 8

Author(s):

Hamdam Molla Jafar ◽

Seddigheh Salabifard ◽

Seyedeh Maryam Mousavi ◽

Zahra Sobhani

Keyword(s):

University Students ◽

Stress Management ◽

Self Efficacy ◽

Management Training ◽

Sensitive Period ◽

Control Group ◽

Stress Management Training ◽

Psychological Hardiness ◽

General Self Efficacy ◽

Experimental Group

BACKGROUND: Admission to university is a very sensitive period of life for efficient, active, and young workforces in any country, and it is mostly associated with many changes in social and human relationships. These changes lead to anxiety in students. Moreover, humans need certain functions in order to adaptively deal with different life situations and challenges. By training stress management, these functions can help human acquire the required abilities. OBJECTIVE: The present study was aimed at investigating the effectiveness of stress management training in anxiety, psychological hardiness, and general self-efficacy among university students. METHOD: The study was a quasi-experimental intervention (pretest-posttest-follow-up) including a control group, it was a fundamental applied study. The statistical population consisted of all students of Islamic Azad University, Karaj, Iran. Convenient sampling was employed to select 30 students who were divided into an experimental group (n=15) and a control group (n=15). Before stress management training, both groups filled out Beck Anxiety Inventory, Long and Goulet scale of psychological hardiness, and General Self-efficacy Scale (GSE-10). Afterwards, the experimental group was provided with stress management training. And after the experiment, the abovementioned questionnaires and scales were responded by the two groups. Finally the collected data were analyzed and compared using one-way MANOVA. RESULTS: The results of MANOVA indicated that there was a significant difference between the two groups in terms of anxiety, hardiness, and general self-efficacy (p<0.001). CONCLUSION: According to the results of the present study and those of previous investigations that are in agreement with those of the present study, it can be concluded that stress management among university students cause anxiety to drop; moreover, it enhances their psychological hardiness and self-efficacy. In regard with the role and importance of stress management, training this skill should be included in educational plans of university.

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