TY - JOUR
T1 - Optimizing Students' Mental Health and Academic Performance
T2 - AI-Enhanced Life Crafting
AU - Dekker, Izaak
AU - De Jong, Elisabeth M.
AU - Schippers, Michaela C.
AU - De Bruijn-Smolders, Monique
AU - Alexiou, Andreas
AU - Rotterdam, Erasmus
N1 - Funding Information:
Research funded with a Senior Comenius Fellowship Grant awarded to MS by the Dutch Ministry of Education, Culture and Science. Publishing costs funded by the Erasmus University Open Access fund.
Publisher Copyright:
© Copyright © 2020 Dekker, De Jong, Schippers, De Bruijn-Smolders, Alexiou and Giesbers.
PY - 2020/6/3
Y1 - 2020/6/3
N2 - One in three university students experiences mental health problems during their study. A similar percentage leaves higher education without obtaining the degree for which they enrolled. Research suggests that both mental health problems and academic underperformance could be caused by students lacking control and purpose while they are adjusting to tertiary education. Currently, universities are not designed to cater to all the personal needs and mental health problems of large numbers of students at the start of their studies. Within the literature aimed at preventing mental health problems among students (e.g., anxiety or depression), digital forms of therapy recently have been suggested as potentially scalable solutions to address these problems. Integrative psychological artificial intelligence (AI) in the form of a chatbot, for example, shows great potential as an evidence-based solution. At the same time, within the literature aimed at improving academic performance, the online life-crafting intervention in which students write about values and passions, goals, and goal-attainment plans has shown to improve the academic performance and retention rates of students. Because the life-crafting intervention is delivered through the curriculum and doesn't bear the stigma that is associated with therapy, it can reach larger populations of students. But life-crafting lacks the means for follow-up or the interactiveness that online AI-guided therapy can offer. In this narrative review, we propose to integrate the current literature on chatbot interventions aimed at the mental health of students with research about a life-crafting intervention that uses an inclusive curriculum-wide approach. When a chatbot asks students to prioritize both academic as well as social and health-related goals and provides personalized follow-up coaching, this can prevent -often interrelated- academic and mental health problems. Right on-time delivery, and personalized follow-up questions enhance the effects of both -originally separated- intervention types. Research on this new combination of interventions should use design principles that increase user-friendliness and monitor the technology acceptance of its participants.
AB - One in three university students experiences mental health problems during their study. A similar percentage leaves higher education without obtaining the degree for which they enrolled. Research suggests that both mental health problems and academic underperformance could be caused by students lacking control and purpose while they are adjusting to tertiary education. Currently, universities are not designed to cater to all the personal needs and mental health problems of large numbers of students at the start of their studies. Within the literature aimed at preventing mental health problems among students (e.g., anxiety or depression), digital forms of therapy recently have been suggested as potentially scalable solutions to address these problems. Integrative psychological artificial intelligence (AI) in the form of a chatbot, for example, shows great potential as an evidence-based solution. At the same time, within the literature aimed at improving academic performance, the online life-crafting intervention in which students write about values and passions, goals, and goal-attainment plans has shown to improve the academic performance and retention rates of students. Because the life-crafting intervention is delivered through the curriculum and doesn't bear the stigma that is associated with therapy, it can reach larger populations of students. But life-crafting lacks the means for follow-up or the interactiveness that online AI-guided therapy can offer. In this narrative review, we propose to integrate the current literature on chatbot interventions aimed at the mental health of students with research about a life-crafting intervention that uses an inclusive curriculum-wide approach. When a chatbot asks students to prioritize both academic as well as social and health-related goals and provides personalized follow-up coaching, this can prevent -often interrelated- academic and mental health problems. Right on-time delivery, and personalized follow-up questions enhance the effects of both -originally separated- intervention types. Research on this new combination of interventions should use design principles that increase user-friendliness and monitor the technology acceptance of its participants.
KW - life crafting
KW - chatbot
KW - mental health
KW - academic performance
KW - academic success
KW - academic achievement
KW - goal setting
KW - well-being
KW - COGNITIVE-BEHAVIOR THERAPY
KW - IMPLEMENTATION INTENTIONS
KW - TECHNOLOGY ACCEPTANCE
KW - COLLEGE-STUDENTS
KW - SOMATIC DISORDERS
KW - HIGHER-EDUCATION
KW - USER ACCEPTANCE
KW - PERSONAL GOALS
KW - SELF-EFFICACY
KW - PROCRASTINATION
U2 - 10.3389/fpsyg.2020.01063
DO - 10.3389/fpsyg.2020.01063
M3 - (Systematic) Review article
SN - 1664-1078
VL - 11
JO - Frontiers in Psychology
JF - Frontiers in Psychology
M1 - 1063
ER -