title: Differences in motivation and adherence to a prescribed assignment after face-to-face and online psychoeducation: an experimental study.
abstract: BACKGROUND
  Adherence to treatment homework is associated with positive outcomes in behavioral psychotherapy but compliance to assignments is still often moderate. Whether adherence can be predicted by different types of motivation for the task and whether motivation plays different roles in face-to-face compared to online psychotherapy is unknown. If models of motivation, such as Self-determination theory, can be used to predict patients' behavior, it may facilitate further research into homework promotion. The aims of this study were, therefore, to investigate whether motivation variables could predict adherence to a prescribed assignment in face-to-face and online interventions using a psychotherapy analog model.
  
  
  METHODS
  A total of 100 participants were included in this study and randomized to either a face-to-face or online intervention. Participants in both groups received a psychoeducation session and were given an assignment for the subsequent week. The main outcome measurements were self-reported motivation and adherence to the assignment.
  
  
  RESULTS
  Participant in the face-to-face condition reported significantly higher levels of motivation and showed higher levels of adherence compared to participants in the online condition. Adherence to the assignment was positively associated with intrinsic motivation and intervention credibility in the whole sample and especially in the online group.
  
  
  CONCLUSIONS
  This study shows that intrinsic motivation and intervention credibility are strong predictors of adherence to assignments, especially in online interventions. The results indicate that intrinsic motivation may be partly substituted with face-to-face contact with a therapist. It may also be possible to identify patients with low motivation in online interventions who are at risk of dropping out. Methods for making online interventions more intrinsically motivating without increasing external pressure are needed.
  
  
  BACKGROUND
  clinicaltrials.gov NCT02895308 . Retrospectively registered 30 August 2016.
authors.affiliation: Department of Public Health and Caring Sciences, Uppsala University, Box 564, 751 22, Uppsala, Sweden. sven.alfonsson@pubcare.uu.se.|Centre for Psychiatry Research, Department of Clinical Neuroscience Karolinska Institutet & Stockholm Health Care Services, Stockholm County Council, Sweden. sven.alfonsson@pubcare.uu.se.
authors.forename: Sven
authors.identifier: http://orcid.org/0000-0003-4570-5891
authors.initials: S
authors.lastname: Alfonsson
authors.affiliation: Department of Psychology, Uppsala University, von Kraemers allé, Box 1225, 751 42, Uppsala, Sweden.
authors.forename: Karin
authors.initials: K
authors.lastname: Johansson
authors.affiliation: Department of Psychology, Uppsala University, von Kraemers allé, Box 1225, 751 42, Uppsala, Sweden.
authors.forename: Jonas
authors.initials: J
authors.lastname: Uddling
authors.affiliation: Department of Psychology, Uppsala University, von Kraemers allé, Box 1225, 751 42, Uppsala, Sweden.
authors.forename: Timo
authors.initials: T
authors.lastname: Hursti
mesh_terms: D000328:Adult; D001521:Behavior Therapy / Q000379:methods*; D005260:Female; D006266:Health Education; D006801:Humans; D020407:Internet; D008297:Male; D009042:Motivation; D010349:Patient Compliance; D055815:Young Adult
keywords: Adherence; Homework assignments; Internet; Motivation; Psychoeducation