Trial reportBMC psychology2017
Differences in motivation and adherence to a prescribed assignment after face-to-face and online psychoeducation: an experimental study.
Trial report in BMC psychology, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT02895308 (Differences in Motivation and Adherence to a Prescribed Assignment After Face-to-face and Online Psychoeducation), which is not on this map. Cited by 10 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Differences in Motivation and Adherence to a Prescribed Assignment After Face-to-face and Online Psychoeducation: an Experimental Study
Who cites it
10 citing papers in PubMed, 1 synthesis or guideline pooled it, 45 citations in OpenAlex.
- Psychosocial Interventions in the Rehabilitation and the Management of Psychosis and Schizophrenia: A Systematic Review on Digitally-Delivered Interventions.Actas espanolas de psiquiatria · 2025Pooled it
- Study protocol for a pilot randomized controlled trial on the feasibility and preliminary efficacy of an integrated psychoeducational intervention for transition-age youths in acute psychiatric settings.Frontiers in psychiatry · 2026Article
- How to Prevent the Drop-Out: Understanding Why Adults Participate in Summative eHealth Evaluations.Journal of healthcare informatics research · 2023Article
- Nonadherence to Immunosuppressants Among Transplant Recipients: Emotional Intelligence as a Predictive Factor During COVID-19 Pandemic.Patient preference and adherence · 2023Article
- Improvement in self-reported cognitive functioning but not in rumination following online working memory training in a two-year follow-up study of remitted major depressive disorder.Frontiers in psychiatry · 2023Article
- Raising the Stakes for Online Learning: Monetary Incentives Increase Performance in a Computer-Based Learning Task Under Certain Conditions.Frontiers in psychology · 2022Article
- Article
- Interrelations between participant and intervention characteristics, process variables and outcomes in online interventions: A protocol for overarching analyses within and across seven clinical trials in ICare.Internet interventions · 2019Article
- Comparing the effects of face-to-face and telenursing education on the quality of family caregivers caring in patients with cancer.Journal of family medicine and primary careArticle
- Psychometric Evaluation of the Homework Rating Scale-Mobile Application: Reliability and Predictive Validity for Assessing Engagement in Smartphone-Delivered Cognitive Behavioural Therapy.Clinical psychology & psychotherapyArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAdherence to treatment homework is associated with positive outcomes in behavioral psychotherapy but compliance to assignments is still often moderate. Whether adherence can be predicted by different types of motivation for the task and whether motivation plays different roles in face-to-face compared to online psychotherapy is unknown. If models of motivation, such as Self-determination theory, can be used to predict patients' behavior, it may facilitate further research into homework promotion. The aims of this study were, therefore, to investigate whether motivation variables could predict adherence to a prescribed assignment in face-to-face and online interventions using a psychotherapy analog model.
methodsA total of 100 participants were included in this study and randomized to either a face-to-face or online intervention. Participants in both groups received a psychoeducation session and were given an assignment for the subsequent week. The main outcome measurements were self-reported motivation and adherence to the assignment.
resultsParticipant in the face-to-face condition reported significantly higher levels of motivation and showed higher levels of adherence compared to participants in the online condition. Adherence to the assignment was positively associated with intrinsic motivation and intervention credibility in the whole sample and especially in the online group.
conclusionsThis study shows that intrinsic motivation and intervention credibility are strong predictors of adherence to assignments, especially in online interventions. The results indicate that intrinsic motivation may be partly substituted with face-to-face contact with a therapist. It may also be possible to identify patients with low motivation in online interventions who are at risk of dropping out. Methods for making online interventions more intrinsically motivating without increasing external pressure are needed.
trial registrationclinicaltrials.gov NCT02895308 . Retrospectively registered 30 August 2016.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.