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- W4320499373 abstract "<sec> <title>BACKGROUND</title> Digital tools assessing momentary parameters and offering interventions in peoples’ daily life play an increasingly important role in mental health research and treatment. Ecological Momentary Assessments (EMA) make it possible to assess transient mental health states and their parameters. Ecological Momentary Interventions (EMI) offer mental health interventions that fit well into individuals’ daily lives and routines. Self-efficacy is a transdiagnostic construct, which is commonly associated with positive mental health outcomes. </sec> <sec> <title>OBJECTIVE</title> The aim of our study assessing mood, specific self-efficacy and other parameters using EMA was twofold. First, we wanted to determine the effects of daily assessed mood and dissatisfaction with social contacts as well as the effects of baseline variables, such as depression on specific self-efficacy in the TG. Second, we aimed to explore which variables influenced both groups' positive and negative mood during the seven-day study period. </sec> <sec> <title>METHODS</title> In this randomized controlled trial, we applied a digital self-efficacy training (EMI) to 93 university students with elevated self-reported stress levels and daily collected different parameters, such as mood daily, dissatisfaction with social contacts, and specific self-efficacy using EMA. Participants were randomized to either the training group (TG), where they completed the self-efficacy training combined with EMA or the control group (CG), where they completed EMA only. </sec> <sec> <title>RESULTS</title> In total, 93 university students participated in the trial. Positive momentary mood was associated with higher specific self-efficacy in the evening of the same day (b=0.15, SE=0.05, P=.005). Higher self-efficacy at baseline was associated with reduced negative mood during study participation (d=−0.61, SE=0.30, P=.04), while we could not determine an effect on positive mood. Baseline depression severity was significantly associated with lower specific self-efficacy over the week of the training (b=−0.92, SE=0.35, P=.004). Associations between higher baseline anxiety with higher mean negative mood (state anxiety: b=0.78, SE=0.38, P=0.04; trait anxiety: d=0.73, SE=0.33, P=0.03) and lower mean positive mood (b=−0.64, SE=0.28, P=0.02) during study participation were found. Emotional flexibility was significantly enhanced in the training group. Additionally, dissatisfaction with social contacts was associated with both a decreased positive mood (b=−0.56, SE=0.15, P< .001) and an increased negative mood (b=0.45, SE=0.12, P<.001). </sec> <sec> <title>CONCLUSIONS</title> This study showed several significant associations between mood and self-efficacy as well as between mood and anxiety in students with elevated stress levels, e.g., suggesting that improving mood in people with low mood could enhance the effects of a digital self-efficacy training. In addition, engaging in a one-week self-training was associated with increased emotional flexibility. Future work is needed to replicate and investigate the training’s effects in other groups and settings. </sec> <sec> <title>CLINICALTRIAL</title> Ethics Committee of the Faculty of Arts (No. 20.4.24). The trial was registered on ClinicalTrials.gov (Identifier: NCT05617248) retrospectively. </sec>" @default.
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- W4320499373 date "2023-01-15" @default.
- W4320499373 modified "2023-09-29" @default.
- W4320499373 title "Investigating relationships between self-efficacy, mood, and anxiety using digital technologies: A randomized controlled trial (Preprint)" @default.
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- W4320499373 doi "https://doi.org/10.2196/preprints.45749" @default.
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