Healthy
Conditions
Brief summary
This study will examine the impact of a mobile app (JOOL) focused on promoting purposeful living on student health behaviors, academic performance, self-regulation, well-being, resiliency, and self-efficacy.
Detailed description
Participants will be recruited from a large undergraduate classroom. Participants will be randomly assigned to one of two conditions and asked to complete either online reflections or engage with a mobile app over the course of the semester. Students who elect to not participate will be provided an alternate assignment to complete, to be coordinated by their teaching assistant. Participants will additionally be asked to complete (1) a pre-survey, (2) post-survey, and follow-up survey 14 days after the class concludes. The study will examine changes in health-related behaviors, resiliency, well-being, and self-efficacy reported between the start and conclusion of semester/study.
Interventions
BEHAVIORALMobile App
Purposeful Living Mobile App JOOL to be used daily
BEHAVIORALReflection
Bi-weekly online reflection question
Sponsors
University of Wisconsin, Madison
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
BASIC_SCIENCE
Masking
NONE
Intervention model description
Participants will be randomly assigned to two conditions. Half of the participants will be required to use a daily check-in mobile app that promotes alignment of daily behaviors with their individualized life purpose. The other half of participants will complete brief bi-weekly reflections. Alternative assignment provided for non-participating students.
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Minimum age of 18 years * Enrolled in Consuming Happiness course during the Spring 2017-18 semester. * Must have access to WiFi, cellular service or computer with internet connection and web browser.
Exclusion criteria
* None
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in Resiliency | 14 weeks post start (1 semester) | Brief Resiliency Scale (BRS) used to measure resiliency, or the ability to bounce back or recover from stress (Smith et al., 2008). 6 items using Likert scale strongly disagree (1) to strongly agree (5). Score will be summed for one total score and can range from 6 to 30, with 6 indicating low resilience and 30 indicating high resilience. No clinical cut off. Expected increase no change in scores from pre and post. |
| Change in belief of ability to perform difficult tasks or cope with diversity | 14 weeks post start (1 semester) | Generalized Self-Efficacy Scale used to measure self-efficacy, or the optimistic self-belief that one can perform novel or difficult tasks or cope with diversity (Schwarzer, 1992). 10 items on a Likert scale from Not true at all (1) to Exactly true (4). Responses will be summed for one total score, ranging from 10 to 40. 10 indicates low self-efficacy, 40 indicates high self-efficacy. No clinical cut off. Expected increase or no change in scores from pre and post. |
| Change in Well-Being | 14 weeks post start (1 semester) | The WHO (Five) Well-Being Index (WHO-5) measures well-being, defined as the subjective quality of life based on positive mood (good spirits, relaxation), vitality (being active and waking up fresh and rested), and general interest (being interested in things). 5 items on a Likert scale ranging from all of the time (5) to at no time (1). Responses will be summed for one total score ranging from 0 to 25. 0 indicates low well-being and 5 indicates high well-being. Score below 13 indicates poor well-being. Expected increase or no change in scores from pre and post. |
| Change in Health Behaviors | 14 weeks post start (1 semester) | Expected increase in self-report of behaviors promoting academic achievement, physical health, well-being, and purpose from time of pre survey to post survey. |
| Change in Self-Regulation | 14 weeks post start (1 semester) | Self-Regulation Scale (SRQ) short form used to measure self-regulation, or the ability to develop, implement, and flexibly maintain planned behavior in order to achieve one's goal (Brown, Miller, & Lawendowski, 1999). 31 items using a Likert scale strongly disagree (1) to strongly agree (5), with 14 reverse coded. Scores will be summed for one total score ranging from 31 to 155. 31 indicates low self-regulation and 155 indicates high self-regulation. No clinical cut off. Expected increase or no change in scores from pre and post. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| App Perceptions | 14 days (2 weeks) after end of study (16 weeks post start) | Feedback on perceptions of the mobile app and information on continued use behaviors |
| Change in Health Behaviors | 14 days (2 weeks) after end of study (16 weeks post start) | Expected increase or no change in reported health behaviors around academic achievement and well-being from time of post survey. To be completed 2 weeks after post-survey. |
Countries
United States
Outcome results
None listed