Effectiveness of online interventions in preventing depression: a protocol for systematic review and meta-analysis of randomised controlled trials

IntroductionAlthough evidence exists for the efficacy of psychosocial interventions in preventing depression, little is known about its prevention through online interventions. The objective of this study is to conduct a systematic review and meta-analysis of randomised controlled trials assessing the effectiveness of online interventions in preventing depression in heterogeneous populations.Methods and analysisWe will conduct a systematic review and meta-analysis of randomised controlled trials that will be identified through searches of PubMed, PsycINFO, WOS, Scopus, OpenGrey, Cochrane Central Register of Controlled Trials, ClinicalTrials. gov and Australia New Zealand Clinical Trials Register . We will also search the reference lists provided in relevant studies and reviews. Experts in the field will be contacted to obtain more references. Two independent reviewers will assess the eligibility criteria of all articles, extract data and determine their risk of bias (Cochrane Collaboration Tool). Baseline depression will be required to have been discarded through standardised interviews or validated self-reports with standard cut-off points. The outcomes will be the incidence of new cases of depression and/or the reduction of depressive symptoms as measured by validated instruments. Pooled standardised mean differences will be calculated using random-effect models. Heterogeneity and publication bias will be estimated. Predefined sensitivity and subgroup analyses will be performed. If heterogeneity is relevant, random-effect meta-regression will be performed

Qualitative conditions of scientometrics: the new challenges'

While scientometrics is now an established field, there are challenges. A closer look at how scientometricians aggregate building blocks into artfully made products, and point-represent these (e.g. as the map of field X) allows one to overcome the dependence on judgements of scientists for validation, and replace or complement these with intrinsic validation, based on quality checks of the several steps. Such quality checks require qualitative analysis of the domains being studied. Qualitative analysis is also necessary when noninstitutionalized domains and/or domains which do not emphasize texts are to be studied. A further challenge is to reflect on the effects of scientometrics on the development of science; indicators could lead to `induced¿ aggregation. The availability of scientometric tools and insights might allow scientists and science to become more reflexive

Lay Theories About Whether Emotion Helps or Hinders: Assessment and Effects on Emotional Acceptance and Recovery From Distress.

This investigation examined how people's beliefs about the functionality of emotion shape their emotional response and regulatory strategies when encountering distressing events. In Study 1, we present data supporting the reliability and validity of an 8-item instrument, the Help and Hinder Theories about Emotion Measure (HHTEM), designed to assess an individual's beliefs about the functionality of emotion. Participants who more strongly endorsed a Help Theory reported greater wellbeing, emotional acceptance, and use of reappraisal to regulate emotion. Participants who more strongly endorsed a Hinder Theory reported less wellbeing and more expressive suppression and substance use. In Study 2, we demonstrate that encouraging participants to view emotion as helpful affected their physiological and regulatory response to a distressing event. Participants in the Help Theory condition showed greater physiological reactivity (SCL) during a distressing film than control participants but were more accepting of their emotional response. Shortly after the film, SCL decreased for participants in the Help Theory condition. Compared to control participants, they engaged in less suppression and reported less lingering effect of the film on their mood. Together, these studies suggest that people's theories about the functionality of emotion influence their reactivity, the strategies they adopt to regulate emotion, and their ability to rebound after distressing events

Trait urgency and gambling problems in young people by age: The mediating role of decision-making processes

Although the personality trait of urgency has been linked to problem gambling, less is known about psychological mechanisms that mediate the relationship between urgency and problem gambling. One individual variable of potential relevance to impulsivity and addictive disorders is age. The aims of this study were to examine: (i) a theoretical model associating urgency and gambling problems, (ii) the mediating effects of decision-making processes (operationalized as preference for small/immediate rewards and lower levels of deliberative decision-making); and (iii) age differences in these relationships. Participants comprised 986 students (64% male; mean age=19.51 years; SD=2.30) divided into three groups: 16-17 years, 18-21 years, and 22-25 years. All participants completed measures of urgency, problem gambling, and a delay-discounting questionnaire involving choices between a smaller amount of money received immediately and a larger amount of money received later. Participants were also asked to reflect on their decision-making process. Compared to those aged 16-17 years and 22-25 years, participants aged 18-21 years had a higher level of gambling problems and decreased scores on lower levels of deliberative decision-making. Higher levels of urgency were associated with higher levels of gambling problems. The association was mediated by a lower level of deliberative decision-making and preference for an immediate/small reward. A distinct pathway was observed for lower levels of deliberative decision-making. Young people who tend to act rashly in response to extreme moods, had lower levels of deliberative decision-making, that in turn were positively related to gambling problems. This study highlights unique decision-making pathways through which urgency trait may operate, suggesting that those developing prevention and/or treatment strategies may want to consider the model’s variables, including urgency, delay discounting, and deliberative decision-making

Test item taxonomy based of functional criteria

There are many taxonomies that try to classify and apply some consistency to the very many item types currently in existence. They all have various limitations, however, such as ambiguous classification criteria, little discrimination between format types, and referring almost exclusively to pen-and-paper or screen-based items. This paper aims to overcome these limitations by proposing a new item format taxonomy based on functional criteria. Current classifications are reviewed, the criteria they are based on are examined and their limitations are identified. The proposed alternative classification identifies four essential components of items according to function: the structure of the included content, the device used for transmission of the question to the examinee, the device for receiving the response, and the instructions to the examinee about how to understand and respond to the item. The combination of different facets of these four components allows any format of item to be classified, both existing formats and those that may appear in the future. In addition to systematically and coherently classifying items, this new taxonomy may also be of great utility in the construction and research of new items. The proposed model is illustrated by examples showing how specific items are classified, using a checklist as a guide.Ministerio de Economía y Competitividad de España PSI2014-56114-PMinisterio de Economía y Competitividad de España PSI2017-85724-

Assessing the approaches to learning of twinning programme students in Malaysia

The study set out to examine the psychometric properties of the scores obtained on the modified 20-item Revised Two Factor Study Process Questionnaire (R-SPQ-2F). The study also investigated the relationship between scores on the R-SPQ-2F and students’ learning-related outcomes. In addition, it also examined for any relationships among student’s background variables of gender, choice of academic discipline, age, English language competency, approaches to learning, and learning-related outcomes. Data based on responses of 368 Malaysian students undertaking the twinning mode of study showed the modified R-SPQ-2F to be reliable and factorially valid. The findings also found deep approaches to learning were positively related to students’ learning-related outcomes, while surface approaches to learning were negatively associated.Students’ background characteristics such as choice of academic discipline and English language competency, and approaches to learning were good predictors of students’ learning-related outcomes

Planning Collaborative Learning in Virtual Environments. La planificación del aprendizaje colaborativo en entornos virtuales

Collaborative learning has a strong presence in technologysupported education and, as a result, practices being developed in the form of Computer Supported Collaborative Learning (CSCL) are more and more common. Planning seems to be one of the critical issues when elaborating CSCL proposals, which necessarily take into account technological resources, methodology and group configuration as a means to boost exchange and learning in the community. The purpose of this study is to analyze the relevance of the CSCL planning phase and weigh up the significance of its key design components as well as examining group agreement typology and its usefulness in team building and performance. To do so, research was carried out using a nonexperimental quantitative methodology consisting of a questionnaire answered by 106 undergraduate students from 5 different CSCLbased subjects. Results prove the usefulness of the planning components and the drafting of group agreements and their influence on group building and interaction. In order to ensure the quality of learning, it is essential to plan CSCL initiatives properly and understand that organizational, pedagogical and technological decisions should converge around a single goal which is to sustain the cognitive and social aspects that configure individual and group learning