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Cited by 78Digital Mental Health InterventionsMindfulness and Compassion InterventionsCOVID-19 and Mental Health

A randomized controlled trial of a smartphone-based well-being training in public school system employees during the COVID-19 pandemic

Open access
Hirshberg, Matthew J., Frye, Corrina, Dahl, Cortland J., Riordan, Kevin M., Vack, Nathan J., Sachs, Jane, Goldman, Robin, Davidson, Richard J. +1 more·2022·Journal of Educational Psychology
DOI 10.1037/edu0000739PMC PMC9642982
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Abstract

s<.031 corrected except mindful action at follow-up). We found no evidence for elevated adverse events and the HMP was equally effective among participants with elevated baseline anxiety and depressive symptoms. These data suggest that the HMP may be an effective and scalable approach to supporting the mental health and well-being of teachers and other school system employees, with implications for employee retention and performance, and student outcomes.

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Crossref · 10.1037/edu0000739

Cites

75 of 76 references verified1 citation errors · 0 not checkable

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  • Two studies concluded that infection risks were reduced, which was essential during the COVID-19 pandemic.

    “Furthermore, two studies concluded that infection risks also were reduced, which was essential during the COVID-19 pandemic [32, 39].”

    From Advantages and disadvantages of mobile applications for workplace health promotion: A scoping review (2024) · cites this paper as [32]

    The “Mobile Health Meditation Interventions” section says pandemic infection risks often precluded in-person group treatment, and the Discussion describes this trial’s intervention as fully remote. That supports the relevance of remote delivery during COVID-19, but the paper does not conclude or measure that its intervention reduced infection risk. (LLM, conf=0.78)

    Experimental — accuracy not yet measured

  • Self-monitoring functionalities, automatic data gathering and personalization are advantages that increased app-based interventions' effectiveness.

    “Several studies also identified self-monitoring functionalities [32, 37, 46, 47, 52–55], automatic data gathering and the possibility of personalization as advantages that increased app-based interventions’ effectiveness [9, 32, 35, 39, 42, 47, 48, 51, 53, 54].”

    From Advantages and disadvantages of mobile applications for workplace health promotion: A scoping review (2024) · cites this paper as [32]

    The Discussion reports improved mental health and well-being following the smartphone intervention. The Mobile Health Meditation Interventions section says the app’s duration and content could be modified for research, but neither section identifies self-monitoring, automatic data gathering, or personalization as features that increased effectiveness. (LLM, conf=0.82)

    Experimental — accuracy not yet measured

  • App users and employers appreciate the possibility of adjusting and personalising mobile apps to suit a user's preferences and needs, as well as workplace requirements.

    “Furthermore, app users and employers appreciate the possibility of adjusting and personalising mobile apps to suit a user’s preferences and needs, as well as workplace requirements [9, 32, 35, 42, 47, 48, 51, 53, 54]–a reported desire of users of nontechnical WHP interventions [69, 72].”

    From Advantages and disadvantages of mobile applications for workplace health promotion: A scoping review (2024) · cites this paper as [32]

    The Mobile Health Meditation Interventions section says the app’s duration and content can be modified, and that its design was refined through user-experience studies, including with school employees. It does not report that users or employers appreciate personalisation to individual preferences or workplace requirements; the described adaptability is for research. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • Advantages for employers included limited infection risk, particularly during the COVID-19 pandemic, as well as employers' ability to assess working conditions objectively.

    “Advantages for employers that were mentioned included limited infection risk (particularly during the COVID-19 pandemic), as well as employers’ ability to assess working conditions objectively [32, 52].”

    From Advantages and disadvantages of mobile applications for workplace health promotion: A scoping review (2024) · cites this paper as [32]

    The Discussion describes the training as fully self-guided and remotely delivered, but does not identify reduced infection risk as an advantage for employers. The Discussion’s Limitations section says occupational outcomes were not assessed and notes reliance on self-reported measures; it does not discuss employers objectively assessing working conditions. Searches for those employer advantages found no supporting passage in our copy. (LLM, conf=0.76)

    Experimental — accuracy not yet measured

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Cites

Flagged first, then by citations

Research works printed but not linked: 10

  1. Benjamini Y, & Hochberg Y (1995). Controlling the false discovery rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society. Series B (Methodological), 289– 300.
  2. Enders CK (2001). The performance of the full information maximum likelihood estimator in multiple regression models with missing data. Educational and Psychological Measurement, 61(5), 713– 740.
  3. Hays RD, Hayashi T, & Stewart AL (1989). A five-item measure of socially desirable response set. Educational and Psychological Measurement, 49(3), 629– 636.
  4. Jennings PA, & Greenberg MT (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491– 525.
  5. Kabat-Zinn J (2013). Full catastrophe living, revised edition: How to cope with stress, pain and illness using mindfulness meditation. Hachette UK.
  6. Klusmann U, Kunter M, Trautwein U, Lüdtke O, & Baumert J (2008). Teachers’ occupational well-being and quality of instruction: The important role of self-regulatory patterns. Journal of Educational Psychology, 100(3), 702.
  7. Kyriacou C (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27– 35.
  8. Mitani H (2018). Principals’ working conditions, job stress, and turnover behaviors under NCLB accountability pressure. Educational Administration Quarterly, 54(5), 822– 862.
  9. Rubin DB (2004). Multiple imputation for nonresponse in surveys (Vol. 81). John Wiley & Sons.
  10. Steger MF, Frazier P, Oishi S, & Kaler M (2006). The meaning in life questionnaire: Assessing the presence of and search for meaning in life. Journal of Counseling Psychology, 53(1), 80.

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Related

Authors
Hirshberg, M. J., Frye, C., Dahl, C. J., Riordan, K. M., Vack, N. J., Sachs, J., Goldman, R., Davidson, R. J., & Goldberg, S. B.
Affiliations
University of Wisconsin–Madison (US)
ORCID
Venue
Journal of Educational Psychology
Publisher
American Psychological Association (APA)
Published
2022-11
Volume
114
Issue
8
Pages
1895-1911
ISSN
  • 0022-0663 (ISSN-L)
  • 1939-2176
DOI
10.1037/edu0000739
PMC
PMC9642982
OpenAlex
W4220900756
Cited by
78
References
55
Citations by year
2026: 26 · 2025: 20 · 2024: 11 · 2023: 19 · 2022: 1 · 2021: 1
FWCI
10.24
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of Educational Psychology (publishedVersion, other-oa)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
  • PsyArXiv (OSF Preprints) (submittedVersion, cc-by)
  • PsyArXiv (OSF Preprints) (submittedVersion)
Funders
  • Chan Zuckerberg Initiative (DAF 2020-218037 [5022])
  • National Academy of Education/Spencer Foundation
  • National Center for Complementary and Integrative Health (K23AT010879, U24AT011289-01)
  • Wisconsin Center for Education Research
  • Wisconsin Alumni Research Foundation
Topics
  • Social Sciences › Psychology › Applied Psychology › Digital Mental Health Interventions
  • Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
  • Social Sciences › Psychology › Clinical Psychology › COVID-19 and Mental Health
Keywords
smartphone-based intervention, school staff, teachers, COVID-19 pandemic, mental health, mindfulness, anxiety, depressive symptoms, adverse events, employee retention

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