Usage activity, perceived usefulness, and satisfaction in a web-based acceptance and commitment therapy program among Finnish ninth-grade adolescents

Hämäläinen, Tetta; Kaipainen, Kirsikka; Lappalainen, Päivi; Puolakanaho, Anne; Keinonen, Katariina; Lappalainen, Raimo; Kiuru, Noona

doi:10.1016/j.invent.2021.100421

Cited by 9 publications

(2 citation statements)

References 77 publications

(137 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Testing the relationship between P.U. on user satisfaction has been carried out by (Hämäläinen et al, 2021) on 15-year-old Finnish adolescents regarding universal web-based acceptance. In his study, it was found that 82% of teenagers were quite active to very active in using the Youth Compass.…”

Section: Perceived Usefulness and E-learning System Successmentioning

confidence: 99%

E-Learning System Success Adoption in Indonesia Higher Education

Sugandini¹,

Garaika²,

Istanto³

2022

Acad. J. Interdiscip. Stud.

View full text Add to dashboard Cite

This study aims to analyze the success of the e-learning system, which is influenced by learner computer anxiety, social influence, perceived usefulness, and usage satisfaction. This study uses a survey, with the respondents being students at universities in the Special Region of Yogyakarta, Indonesia. The number of respondents is 250 people. The sampling technique is purposive sampling, and the data analysis method uses a structural model, namely PLS-SEM. The results showed that the e-learning adoption success model was accepted. However, this study's results showed that the effect of perceived usefulness and learner computer anxiety on adoption is not significant. This research has a novelty related to adopting innovations, namely e-learning in forced conditions, and there is no choice but online learning, which must be done during the Covid-19 pandemic. This research contributes to the support of the technology adoption theory by users in situations of involuntary adoption. Received: 14 October 2021 / Accepted: 30 November 2021 / Published: 3 January 2022

show abstract

Section: Perceived Usefulness and E-learning System Successmentioning

confidence: 99%

E-Learning System Success Adoption in Indonesia Higher Education

Sugandini¹,

Garaika²,

Istanto³

2022

Acad. J. Interdiscip. Stud.

View full text Add to dashboard Cite

show abstract

“…In one study of a five-week, coached, web-based psychological intervention for youth, participants used the program between 1 and 20 days, with a mean of 5.9 days. Factors that positively influenced program engagement included female gender and higher pre-program self-regulation skills (Hämäläinen et al, 2021). Another study of an online mental health intervention for youth compared retention rates when the intervention was completed in a school setting and guided by teachers and when the intervention was independently accessed by youth themselves through a URL, in a community setting.…”

Section: Introductionmentioning

confidence: 99%

Adolescent Dropout from Brief Digital Mental Health Interventions Within and Beyond Randomized Trials

Cohen¹,

Schleider²

2021

Preprint

View full text Add to dashboard Cite

Objective: Many adolescents struggle to access appropriate mental health care due to structural or psychological barriers. Among those who do access an intervention, retention is a pressing concern. As a result, adolescents are less likely to benefit from an intervention. Although traditional barriers to participation (e.g., location, cost) are hypothetically reduced or removed in internet interventions, low retention is still common, particularly in unguided programs (those not involving a clinician). It is therefore key to determine what factors are associated with dropout in digital mental health interventions with adolescents both within and beyond the context of research studies. Methods: We compare completion rates from two projects evaluating self-guided, online single-session mental health interventions (SSIs) for adolescents. One was a randomized controlled trial (RCT) in which participants were paid for participation. The other was a program evaluation project in which participants were not paid for participation. We additionally compare SSI completion rates across various demographic groups and across baseline hopelessness levels. Results: There was a statistically significant difference in SSI completion status between the RCT (84.75% full-completers) and the program evaluation (36.86% full-completers), X2 (2, N =2436) = 583.5, p < .05. There were no significant differences in the baseline hopelessness scores across completion statuses in either study. There were no significant differences in full-completion rates across demographic groups in either project. Conclusion: Adolescents may be more likely to complete a brief digital mental health intervention if they are paid for participation. Additionally, it is possible that the brevity of SSIs reduces demographic disparities related to retention by minimizing the time required to complete an intervention.

show abstract

Barriers to and facilitators of user engagement with web-based mental health interventions in young people: a systematic review

Ho,

Le,

Engel

et al. 2024

Eur Child Adolesc Psychiatry

View full text Add to dashboard Cite

Many young people (YP) are diagnosed with mental illnesses and require support. Web-based mental health interventions (W-MHIs) have been increasingly utilized by YP, healthcare providers, and parents due to reasons including convenience and anonymity. W-MHIs are effective in improving mental health in YP. However, real-world engagement with W-MHIs remains low. Therefore, understanding barriers/facilitators of user engagement with W-MHIs is necessary to promote W-MHIs and help users gain optimal benefits through higher engagement. This review aims to identify barriers/facilitators of user engagement with W-MHIs in YP aged 10–24 years. A systematic search of five databases for English language, peer-reviewed publications was conducted between January 2010 and February 2023. Studies examining factors influencing user engagement with W-MHIs, described as barriers or facilitators, were included. Study quality was assessed using the Mixed Methods Appraisal Tool. A narrative synthesis was performed. Of 4088 articles identified, 69 studies were included. Barriers/facilitators were reported by young people (63 studies), providers (17 studies), and parents/caregivers (8 studies). YP perceived that usefulness and connectedness were the most common facilitators, whereas low-perceived need was the most reported barrier. Both providers and parents reported that perceived usefulness for YP was the most common facilitator, whereas concerns about program effectiveness and privacy were noted as barriers. This review found that program- and individual-related factors were important determinants of engagement with W-MHIs. This review provides guidance on the future design and development of new interventions, narrowing the gap between existing W-MHIs and unmet needs of users.

show abstract

Usage activity, perceived usefulness, and satisfaction in a web-based acceptance and commitment therapy program among Finnish ninth-grade adolescents

Cited by 9 publications

References 77 publications

E-Learning System Success Adoption in Indonesia Higher Education

E-Learning System Success Adoption in Indonesia Higher Education

Adolescent Dropout from Brief Digital Mental Health Interventions Within and Beyond Randomized Trials

Barriers to and facilitators of user engagement with web-based mental health interventions in young people: a systematic review

Contact Info

Product

Resources

About