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Potential differences between students who registered after following the first motivational intervention and those who registered after following the second one were looked for by applying a t test on the 10-point BLS score and by comparing attrition at each step. No weighting was used to compute the 10-point BLS knowledge score. A t test was performed to look for a difference between this score and interest in following BLS training.
JMIR Med Educ 2025;11:e63018
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A 2-sided, independent-sample t test with a type-I error rate of 2.5% will provide 85% power to detect a small effect size (d=0.30) on the primary outcome, with a target sample of 480 participants randomized to the 2 stage 1 treatments. Assuming an SD of 7.0 on the Scale for Suicidal Ideation (SSI) [41] (based on previous studies, including pilot data), this effect size corresponds to a clinically meaningful difference of 2 points on the SSI.
JMIR Res Protoc 2025;14:e68441
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Before the main analyses, independent samples t tests (2-tailed, paired) will be conducted on the baseline demographic variables to identify any significant differences between the 2 groups. Any variables that show statistically significant differences will be included as covariates in the subsequent main analyses. It is expected that the treatment group will demonstrate improved emotion regulation and reduced mood symptoms and loneliness following the music intervention, compared with the control group.
JMIR Res Protoc 2025;14:e67764
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To this end, a paired-sample t test was computed to compare depressed or positive moods before and after the negative mood induction. To analyze the clinical potential of the intervention, we also computed paired-sample t tests to compare the mean rating of depressed (dependent variable 1) and positive mood (dependent variable 2) after the presentation of the statements, with the mean depressed and positive mood rating after completion of the trials.
JMIR Form Res 2025;9:e65357
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