Background
Goal of this study
Methods
Study design
Participants and recruitment
Allocation
Data collection and procedure
Quasi-RCT
Process evaluation interviews
Topic | Interview guide question |
---|---|
Spontaneous impression | – What comes to your mind when you think of the #LIFEGOALS app? |
Feasibility | – How was it to use the app? – Why was it (not) easy to use? – What did you (not) enjoy? – What did you think about the looks of the app? |
Mechanisms of action | – With what has the app helped you? – How/in what way did the app help you with that? / Why didn’t the app help with anything? |
Used as intended? | – Can you tell us some more about [component X]?a – How have you used [component X]?a |
Context and usage | – When and where have you used the app? – What has (de)motivated you to use the app? – How did others (peers, family, teacher) feel about the app? What influence did this have on you? |
#LIFEGOALS intervention
Measures
Demographic variables
Mental health
Lifestyle behaviors
Log data
Pandemic-related measures
Data analyses
Quantitative analyses (quasi-RCT)
Qualitative analyses (process evaluation interviews)
Results
Quasi-RCT
Drop-out, adherence and demographics
Behavior | n (%) | Median (IQR)a |
---|---|---|
Physical activity (move more) | 50 (33.33) | 1.5 (2) |
Sleep (get enough sleep) | 41 (27.33) | 1 (1) |
Breakfast (have daily breakfast) | 36 (24.00) | 1 (1) |
Sedentary behavior (sit less) | 25 (16.67) | 1 (0) |
No action plans | 68 (45.33) | - |
Total (N = 279) | Control group (n = 95) | Intervention groupa (n = 150) | Group diffb | |
---|---|---|---|---|
n (%) | n (%) | n (%) | P | |
Gender | 0.14 | |||
Girl | 153 (54.84%) | 59 (62.11%) | 76 (50.67%) | |
Boy | 124 (44.44%) | 36 (37.90%) | 72 (48.00%) | |
Other | 2 (0.72%) | 0 (0.00%) | 2 (1.33%) | |
Education type | < 0.001 | |||
General & tech. track | 182 (65.23%) | 43 (45.26%) | 113 (75.33%) | |
Vocational track | 97 (34.77%) | 52 (54.74%) | 37 (24.67%) | |
Grade | 0.15 | |||
1st year of secondary | 87 (31.18%) | 22 (23.16%) | 49 (32.67%) | |
2nd year of secondary | 92 (32.97%) | 32 (33.68%) | 53 (35.33%) | |
3rd year of secondary | 100 (35.84%) | 41 (43.16%) | 48 (32.00%) | |
Family Affluence | 0.98 | |||
Low | 80 (28.67%) | 28 (29.47%) | 45 (30.00%) | |
Middle | 134 (48.03%) | 45 (47.37%) | 72 (48.00%) | |
High | 65 (23.30%) | 22 (23.16%) | 33 (22.00%) | |
mean (SD) | mean (SD) | mean (SD) | P | |
Mental health | ||||
HRQoL (t-score) | 54.11 (6.96) | 53.44 (6.40) | 54.54 (7.28) | 0.12 |
Psychol. well-being (t-score) | 52.10 (8.00) | 52.06 (7.34) | 52.12 (8.42) | 0.70 |
Moods (t-score) | 48.57 (9.77) | 48.32 (9.00) | 48.73 (10.28) | 0.50 |
Self-Perception (t-score) | 52.06 (8.71) | 51.97 (8.32) | 52.11 (8.97) | 0.74 |
Peer support (t-score) | 54.71 (5.97) | 54.18 (6.74) | 55.04 (5.42) | 0.50 |
Resilience (range 1–5) | 3.18 (0.64) | 3.16 (0.65) | 3.20 (0.64) | 0.28 |
Depressed feelings (t-score) | 53.58 (8.53) | 54.2 (7.84) | 53.4 (9.12) | 0.34 |
Lifestyle behaviors | ||||
LPAc (min/day) | 230 (105) | 252 (107) | 215 (99) | 0.001 |
MVPAc (min/day) | 122 (49) | 117 (35) | 122 (52) | 0.89 |
Sedentary timec (min/day) | 572 (127) | 587 (116) | 570 (132) | 0.55 |
Sleep weekdaysd (min/night) | 476 (60) | 472 (53) | 480 (48) | 0.14 |
Sleep weekende (min/night) | 552 (79) | 548 (75) | 552 (68) | 0.74 |
Breakfast freq. (days/week) | 5.15 (2.26) | 4.87 (2.38) | 5.29 (2.19) | 0.30 |
Sleep quality (range 1–5) | 2.87 (0.84) | 2.84 (0.83) | 2.89 (0.83) | 0.63 |
Intervention effects
Outcome | Subgroupb | β [95% CI] | t test (df) | P | n |
---|---|---|---|---|---|
HRQoL T1 vs. T0 | In-school | 0.55[-1.22; 2.32] | 0.61 (419) | 0.54 | 155 |
Remote | -3.09[-5.35; -0.82] | -2.67 (232) | 0.007 | 87 | |
HRQoL T2 vs. T0 | In-school | 0.87[-0.88; 2.63] | 0.97 (419) | 0.33 | 155 |
Remote | -4.10[-6.28; -1.93] | -3.71 (232) | < 0.001 | 87 | |
Psych. well-being | Entire sample | 0.28[-1.25; 1.82] | 0.36 (460) | 0.72 | 242 |
Moods | In-school | 2.76[0.10; 5.43] | 2.03 (290) | 0.04 | 155 |
Remote | -3.43[-6.17; -0.69] | -2.46 (161) | 0.01 | 87 | |
Self-Perception | In-school | 1.62[-0.15; 3.39] | 1.79 (290) | 0.07 | 155 |
Remote | -1.58[-4.08; 0.93] | -1.23 (161) | 0.22 | 87 | |
Peer support | In-school | 0.25[-1.80; 2.29] | 0.24 (291) | 0.81 | 155 |
Remote | -5.69[-8.71; -2.68] | -3.70 (161) | < 0.001 | 87 | |
Resilience | Entire sample | 0.07[-0.07; 0.22] | 0.98 (460) | 0.33 | 242 |
Depressed feelings | Entire sample | 0.58[-1.11; 2.26] | 0.67 (459) | 0.50 | 242 |
PA (ENMO) | Normal | 19.11 [1.17; 37.06] | 2.09 (100) | 0.04 | 61 |
Restricted | 3.33 [-3.07; 9.73] | 1.02 (279) | 0.31 | 169 | |
SB (min/day) | Normal | -157.98[-279.98; -35.99] | -2.54 (62.43c) | 0.01 | 61 |
Restricted | 19.11 [-27.30; 65.53] | 0.81 (136.88c) | 0.42 | 169 | |
Sleep routine | Entire sample | 13.12 [-10.28; 36.53] | 1.10 (168.33c) | 0.27 | 210 |
Sleep quality | Entire sample | 0.24 [0.05; 0.43] | 2.47 (459) | 0.01 | 242 |
Breakfast freq | Entire sample | -0.23 [-0.74; 0.28] | -0.87 (229.5c) | 0.39 | 242 |
Additional analyses
Process evaluation interviews
Participant characteristics
n | mean (SD) app usage in minutes | |
---|---|---|
Gender | ||
Girl | 7 | 68 (32) |
Boy | 6 | 45 (31) |
Education type | ||
General & technical track | 9 | 62 (31) |
Vocational track | 4 | 47 (39) |
Grade | ||
1st year of secondary | 6 | 53 (38) |
2nd year secondary | 3 | 40 (25) |
3rd year of secondary | 4 | 77 (23) |
Family Affluence | ||
Low | 2 | 29 (8) |
Middle | 7 | 63 (36) |
High | 4 | 62 (31) |