A Web-Based Intervention with Email Support for Community College Students
2016-08
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A Web-Based Intervention with Email Support for Community College Students
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2016-08
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This study evaluated the efficacy of an online stress management program among community college students (N = 479). The online program was designed to increase present control, decrease mental health symptoms, and improve academic performance by means of an online mental health intervention (OMHI). Sections of a college readiness course (N = 28) at a community college were randomly assigned to one of three conditions: present control intervention (PCI), present control intervention with supportive messages (PCI + SM), or a comparison (COM) group. Participants in the PCI and PCI+ SM completed the same online intervention; however, the PCI+SM group received weekly supportive messages while completing the program. Participants were asked to complete self-report measures of present control, perceived stress, and mental health symptoms at pre-intervention, post-intervention, 3-week follow-up, and 6-week follow-up. Academic data for participants including official semester grade point averages (GPAs) and percentage of credits completed was obtained. Of the 479 participants, approximately 66% (n = 318) completed the post-intervention, 24% (n = 117) completed the 3-week follow-up, and 19% (n = 92) completed the 6-week follow-up surveys. All interactions between time and condition were non-significant suggesting that the three conditions were approximately equally effective for mental health outcomes. The between-group effect sizes comparing the PCI groups to the COM group for mental health outcomes from pre- to post-intervention were in the minimal to small range (d = -.08 to d = .14). Within-group effect sizes measuring change on mental health outcomes from pre- to post-intervention were also in the minimal to small range (d = -.15 to d = .26). There were no significant differences in academic outcomes between conditions, and the between-group effect sizes were in the minimal to small range (d = -.17 to d = .02). Explanations for why the PCI conditions were not more effective are provided. In addition, limitations and future directions are discussed.
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University of Minnesota Ph.D. dissertation. August 2016. Major: Psychology. Advisor: Patricia Frazier. 1 computer file (PDF); vii, 122 pages.
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Meredith, Liza. (2016). A Web-Based Intervention with Email Support for Community College Students. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/191490.
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