Acceptability and preferences of psychological interventions for attention and executive problems in young university students
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Intervention acceptability is considered as one of the factors related to the efficacy and favourable outcomes post-therapy. Prospective or anticipated acceptability, which is measured before undertaking therapy, has yet to be assessed in the context of psychotherapies targeting emerging adults. This research aimed at measuring the anticipated acceptability and preference toward cognitive behavioral therapy (CBT) and mindfulness-based therapy (MBT) (Study 1), and three delivery formats (in-person, online, or blended; Study 2). University students aged 18–25 (Study 1: N = 21; Study 2: N = 102) read vignettes for each intervention and filled questionnaires online. In Study 1, there were higher levels of acceptability toward CBT than MBT. In Study 2, acceptability levels were significantly higher for the in-person, followed by blended and online formats. There was also a significantly higher acceptability for in-person CBT compared to MBT. The in-person format was also preferred, but preferences for CBT or MBT were similar. Overall, students indicate a higher acceptability for CBT (Study 1) and CBT in-person (Study 2). As preferences toward both interventions were similar, asking about these could help personalizing our approach with university students.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it