2005 Volume 47 Issue 5 Pages 405-413
This study examined effects of web-based psychoeducation on self-efficacy, problem solving behavior, stress responses and job satisfaction. The program was based on social cognitive theory and was primarily aimed at increasing knowledge of stress, self-efficacy, and the use of problem solving behavior. A total of 225 employees were invited to participate in the study. Participants were assigned to an intervention (n=112) or waiting list control group (n=113). Those in the intervention group were asked to access the website and to complete learning within 1 month. To investigate the intervention effect, the change score in the outcome variable was calculated by subtracting the score at pre-intervention from that at post-intervention (1 week after completion of the learning period). Then, the difference in the scores between groups was examined using analyses of covariance (ANCOVA) with the pre-intervention score as the covariate. We detected a marginally significant difference between groups in changes in job satisfaction from pre- to post-intervention (p=0.081). Participants in the intervention group showed an increase in job satisfaction score, while those in the waiting list control group showed a decrease in it. No significant differences were detected between groups in the other indicators (p>.10). We detected significant or marginally significant intervention effects on self-efficacy, problem solving behavior, stress responses, and job satisfaction among males and younger individuals, and those who had initially higher job strain and higher interest in managing stress. Further research is required with longer time periods (controlled follow-up) and a broader sample to fully determine the intervention effect.
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