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The Effect of Confidence on Dropout Rate and Outcomes in Online Cognitive Bias Modification
Cognitive bias modification training for interpretation bias (CBM-I) trains less threat-oriented interpretation patterns using basic learning principles and can be delivered completely online. Thus, CBM-I may increase accessibility of treatment options for anxiety problems. However, online intervent...
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Published in: | Journal of technology in behavioral science 2020-09, Vol.5 (3), p.226-234 |
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Main Authors: | , , |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that this one cites Items that cite this one |
Online Access: | Get full text |
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Summary: | Cognitive bias modification training for interpretation bias (CBM-I) trains less threat-oriented interpretation patterns using basic learning principles and can be delivered completely online. Thus, CBM-I may increase accessibility of treatment options for anxiety problems. However, online interventions are often affected by pronounced dropout rates, and findings regarding the effectiveness of CBM-I, especially when delivered online, are mixed. Therefore, it is important to identify further predictors of dropout rate and intervention outcomes. The current study uses data from an exclusively online, multi-session CBM-I feasibility trial to investigate the effects of perceived confidence in the likely helpfulness of a CBM-I program (rated at baseline) on subsequent dropout rate, and change in interpretation bias and anxiety symptoms for
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= 665 individuals high in trait anxiety. Results showed that higher baseline confidence ratings predicted lower dropout rate, as expected. Partially in line with hypotheses, there was some evidence that higher confidence ratings at baseline predicted greater changes on some interpretation bias measures, but results were not consistent across all measures and fit indices. Inconsistent with hypotheses, confidence did not predict change in anxiety symptoms. Possible explanations for why the nonsignificant findings may have occurred, as well as implications of confidence in online interventions being an early predictor of high risk for dropout, are discussed. |
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ISSN: | 2366-5963 2366-5963 |
DOI: | 10.1007/s41347-020-00129-8 |