final presentation proto lyfe_ashleysarah
TRANSCRIPT
- 1. ProtoLyfe Ashley Moulton Sarah McDevitt How visualizing potential life outcomes can help decrease high school students stress
- 2. Stressor: High school pressures I feel like if I get a bad grade on a test, Ill get a bad grade in the class, then I wont get into a good college, then I wont be successful in life. - Brooklyn 16 POV: High school students can reduce their stress about the future if they can broaden definitions of future success
- 3. SBTM: Simplest Behavior that Matters Identify and visualize 3 future paths to happiness, helping students understand that one mistake won't alter their future meaningfully
- 4. Prototype 1: Life Maps via Post-It Step 1: Student lists 3 places careers work environments college majors hobbies Step 2: We draw Step 3: Student reflects
- 5. Prototype 2: Life Maps via texts
- 6. Prototype 2: Life Maps via texts
- 7. Design Trial Mon Tues Wed Thurs Fri Sat Sun Life Map Group pre-test Question 1: location Question 2: work environ. Question 3: career Question 4: college major Question 5: hobby sent 3 life maps then submitted reflection on life maps then completed post-test Question Only Group pre-test Question 1: location Question 2: work environ. Question 3: career Question 4: college major Question 5: hobby post-test
- 8. Design Trial Questions Engagement: Will students participate? Outcome: Reduce current stress about... future? consequences of a bad test grade? Participants 19 high school students Grades 9-12 From 5 high schools in California and Pennsylvania High academic achievers ? ? ? ? ? ? ?
- 9. Engagement Results They liked it! 17 of 19 students participated in all 7 days I really loved the personalized life map! That really made me excited. I liked it all! Thank you! Each day's questions were quick and easy to answer, which was good. I liked that I could do it all on my phone, too.
- 10. Qualitative Stress Results Life Map Group: Decreased Stress This project made me realize that I have more options than I thought. I dont have to decide my entire life right now, which many high school students feel pressured to do. - 11th grader This helped me realize that I dont have to make all my decisions now, and that there is still the option for me to change my mind halfway through life. - 11th grader I do not have just one option to follow, I realized I have multiple paths I could go on and still be happy. - 12th grader It made me excited to get my life started. - 11th grader
- 11. Eh, not really. Not really. I still don't know what I want to do in my future so not really. It made me feel a little better because it simplified everything down into just naming three options I was considering instead of a billion options swirling around my head. Qualitative Stress Results Questions Only Group: Unchanged
- 12. Quantitative Results: Life Maps Reduced Future Stress % Reduction in self- reported stress about the future: Life Map group: 23% Questions only: 4% n=9 n=7 High stress Low stress
- 13. Quantitative Results: Life Maps Reduced Future Stress % Reduction in the perceived effect of one bad test grade this year on future success: Life Map group: 10% Questions only: 3% n=9 n=7 High effect Low effect
- 14. Insight By visualizing multiple future lives that would make them happy, high school students can reduce the stress that comes from believing there is only one path to success
- 15. Prototype 3: ProtoLyfe
- 16. Next Steps Feature additions: - Affirmations that it is okay to be uncertain about future paths - Use more interest-based questions to develop life paths User testing: - Test with boys - With larger data set, look for any correlation between academic indicators (homework hours, # APs) and intervention effects