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Mental Health Promotion to Enhance Students’ Academic Integrity in the Digital Age. 3 https://doi.org/10.58209/hehp.13.3.511
URL: http://daneshafarand.org/article-1-82658-en.html
URL: http://daneshafarand.org/article-1-82658-en.html
Abstract: (999 Views)
Aims: This study aimed to investigate the effectiveness of a digital-based mental health promotion in enhancing students’ academic integrity in the digital age. Strengthening positive mental health and self-regulation as preventive strategies against dishonest academic behavior was the main focus of the intervention.
Materials & Methods: This study employed a quantitative approach and a quasi-experimental pre-test-post-test control group design. The subjects were 60 students enrolled in STIKes Budi Mulia Sriwijaya’s Diploma III Midwifery Study Program (semesters 3 and 5). They were randomly divided into an experimental group (n=30) and a control group (n=30). While the control group received similar material through conventional methods, the experimental group participated in three digital media-based sessions (academic stress education, time management, and adaptive coping mechanisms) that promoted mental health. The Mental Health Positive Scale, Self-Regulation Scale, and Academic Integrity Scale were among the tools used.
Findings: The experimental group outperformed the control group in all parameters, demonstrating a large Cohen’s d effect size across all three parameters (p<0.001). The digital intervention was more effective in enhancing students’ mental health, self-regulation, and academic integrity.
Conclusion: Digitally-based mental health promotion is an effective and preventive approach for fostering students’ academic integrity, particularly in overcoming the challenges of pressure and learning disruptions in the digital age.
Materials & Methods: This study employed a quantitative approach and a quasi-experimental pre-test-post-test control group design. The subjects were 60 students enrolled in STIKes Budi Mulia Sriwijaya’s Diploma III Midwifery Study Program (semesters 3 and 5). They were randomly divided into an experimental group (n=30) and a control group (n=30). While the control group received similar material through conventional methods, the experimental group participated in three digital media-based sessions (academic stress education, time management, and adaptive coping mechanisms) that promoted mental health. The Mental Health Positive Scale, Self-Regulation Scale, and Academic Integrity Scale were among the tools used.
Findings: The experimental group outperformed the control group in all parameters, demonstrating a large Cohen’s d effect size across all three parameters (p<0.001). The digital intervention was more effective in enhancing students’ mental health, self-regulation, and academic integrity.
Conclusion: Digitally-based mental health promotion is an effective and preventive approach for fostering students’ academic integrity, particularly in overcoming the challenges of pressure and learning disruptions in the digital age.
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