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Volume 13, Issue 3 (2025)
Health Educ Health Promot 2025, 13(3): 511-519 |
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History
Received: 2025/07/1 | Accepted: 2025/08/20 | Published: 2025/08/27
Received: 2025/07/1 | Accepted: 2025/08/20 | Published: 2025/08/27
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Mental Health Promotion to Enhance Students’ Academic Integrity in the Digital Age. Health Educ Health Promot 2025; 13 (3) :511-519
URL: http://hehp.modares.ac.ir/article-4-82658-en.html
URL: http://hehp.modares.ac.ir/article-4-82658-en.html
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Abstract (656 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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