Optimizing Students’ Mental Health and Academic Performance: AI-Enhanced Life Crafting
Open accessAbstract
One in three university students experiences mental health problems during their study. A similar percentage leaves higher education without obtaining the degree for which they enrolled. Research suggests that both mental health problems and academic underperformance could be caused by students lacking control and purpose while they are adjusting to tertiary education. Currently, universities are not designed to cater to all the personal needs and mental health problems of large numbers of students at the start of their studies. Within the literature aimed at preventing mental health problems among students (e.g., anxiety or depression), digital forms of therapy recently have been suggested as potentially scalable solutions to address these problems. Integrative psychological artificial intelligence (AI) in the form of a chatbot, for example, shows great potential as an evidence-based solution. At the same time, within the literature aimed at improving academic performance, the online life-crafting intervention in which students write about values and passions, goals, and goal-attainment plans has shown to improve the academic performance and retention rates of students. Because the life-crafting intervention is delivered through the curriculum and doesn't bear the stigma that is associated with therapy, it can reach larger populations of students. But life-crafting lacks the means for follow-up or the interactiveness that online AI-guided therapy can offer. In this narrative review, we propose to integrate the current literature on chatbot interventions aimed at the mental health of students with research about a life-crafting intervention that uses an inclusive curriculum-wide approach. When a chatbot asks students to prioritize both academic as well as social and health-related goals and provides personalized follow-up coaching, this can prevent -often interrelated- academic and mental health problems. Right on-time delivery, and personalized follow-up questions enhance the effects of both -originally separated- intervention types. Research on this new combination of interventions should use design principles that increase user-friendliness and monitor the technology acceptance of its participants.
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Online therapy has been presented as an effective and potentially scalable solution for protecting students' mental health.
“Within the present literature on protecting students’ mental health, online therapy has been presented as an effective and potentially scalable solution [33].”
From Effectiveness and mediators of change of an online CBT intervention for students with adjustment disorder—study protocol for a randomized controlled trial (2023) · cites this paper as [33]
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- Authors
- Dekker, I., De Jong, E. M., Schippers, M. C., De Bruijn-Smolders, M., Alexiou, A., & Giesbers, B.
- Affiliations
- Rotterdam University of Applied Sciences (NL)
- Erasmus University Rotterdam (NL)
- Tilburg University (NL)
- Corresponding author
- Dekker, Izaak
- Venue
- Frontiers in Psychology
- Publisher
- Frontiers Media SA
- Published
- 2020-06-03
- Volume
- 11
- Pages
- 1063-1063
- ISSN
- 1664-1078 (ISSN-L)
- PMC
- PMC7286028
- OpenAlex
- W3033432616
- Cited by
- 176
- References
- 122
- Citations by year
- 2026: 25 · 2025: 44 · 2024: 38 · 2023: 33 · 2022: 19 · 2021: 13 · 2020: 4
- FWCI
- 2.71
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Frontiers in Psychology (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- Research portal (Tilburg University) (publishedVersion, other-oa)
- PubMed (publishedVersion)
- Research Publications (Maastricht University) (publishedVersion, cc-by)
- VU Research Portal (publishedVersion, other-oa)
- ePrints Soton (University of Southampton) (acceptedVersion, other-oa)
- Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
- EUR Research Repository (Erasmus University Rotterdam) (submittedVersion, cc-by)
- RePub (Erasmus University Rotterdam) (submittedVersion, other-oa)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Research Publications (Maastricht University) (submittedVersion, other-oa)
- Funders
- Nederlandse Organisatie voor Wetenschappelijk Onderzoek (405.19865.495)
- Topics
- Social Sciences › Psychology › Applied Psychology › Digital Mental Health Interventions
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Keywords
- student mental health, academic performance, chatbots, digital mental health interventions, student retention, personalized coaching, university students, technology acceptance, ease of use
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