Effectiveness of Video Self-Modeling on Hope and Daily Activities of Indonesian Youth

Authors

  • Nur'aini Azizah Faculty of Psychology, UIN Sunan Gunung Djati Bandung, Indonesia
  • Peter Dowrick Psychology Department, The University of Auckland, New Zealand
  • Tri Lestari Faculty of Psychology, UIN Sunan Gunung Djati Bandung, Indonesia

DOI:

https://doi.org/10.15575/psy.v10i1.21328

Keywords:

video self modelling, behavioral intervention, hope

Abstract

Individuals who struggle with low hope tend to experience difficulties in multiple dimensions, encompassing physical, psychological, and social aspects. Despite the development of hope concepts and interventions since the mid-1990s, there has been no specific research using video self-modeling (VSM) instruments to change an individual's aspirations. Therefore, this research aimed to analyze the effectiveness of VSM on the hope and daily activities of Indonesian youth. An experimental method with a multiple-baseline design was employed. As many as 5 participants from Indonesia were selected based on pre-screening hope scale scores, specifically those showing low domain points about activities associated with family, romantic, social, academic, work, or leisure time. The data were analyzed using visual inspection by comparing scores before and after VSM intervention. The results showed that all participants demonstrated an increase in the frequency of activities they preferred. It was also found that VSM can indirectly impact the improvement of hope. This technology can be an effective intervention to assist young individuals in achieving goals and enhancing their hope.

Author Biography

Nur'aini Azizah, Faculty of Psychology, UIN Sunan Gunung Djati Bandung

Scopus Link : 57196082387

References

Al-magd, M. G. A. (2016). Effects of video modeling on technical performance while teaching back stroke style for the beginners in swimming. Journal of Applied Sports Science, 6(1), 32–38. https://doi.org/10.21608/jass.2016.84540

Al-Mamari, A. A. S., Al-Shorbaji, S., & Abu Hilal, M. (2023). The effectiveness of video self-modeling (VSM) in improving reading fluency and reading motivation for fifth-grade female-students enrolled in the program of learning difficulties. Journal of Educational Sciences, 20(20). https://doi.org/10.29117/jes.2022.0091

Alzyoudi, M., Sartawi, A., & Almuhiri, O. (2015). The impact of video modelling on improving social skills in children with autism. British Journal of Special Education, 42(1), 53–68. https://doi.org/10.1111/1467-8578.12057

Anderson, C. (2016). The impact of video self-modeling on oral reading fluency and reader self-perception. Capstone Projects and Master's Theses. 572.

Azeredo, A., Moreira, D., Figueiredo, P., & Barbosa, F. (2019). Delinquent behavior: Systematic review of genetic and environmental risk factors. Clinical Child and Family Psychology Review, 22(4), 502–526. https://doi.org/10.1007/s10567-019-00298-w

Babb, S., Gormley, J., McNaughton, D., & Light, J. (2019). Enhancing independent participation within vocational activities for an adolescent with ASD using AAC video visual scene displays. Journal of Special Education Technology, 34(2), 120–132. https://doi.org/10.1177/0162643418795842

Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1016/0146-6402(78)90002-4

Baras, F. (2019). Video self-modeling as evidence-based intervention. International Journal of Education and Human Developments, 5(2), 36–46.

Barlow, D. H., Hersen, M., & Miss, J. (1973). Single-case experimental designs: Uses in applied clinical research. Arch Gen Psychiatry, 29, 319–325.

Blampied, N. M. (2013). Single-case research designs and the scientist-practitioner ideal in applied psychology. APA Handbook of Behavior Analysis, Vol. 1: Methods and Principles, 1, 177–197. https://doi.org/10.1037/13937-008

Bouazizi, M., Azaiez, F., & Boudhiba, D. (2014). Effects of learning by video modeling on gymnastic performances among Tunisian students in the second year of secondary level. IOSR Journal of Sports and Physical Education, 1(5), 05–08. https://doi.org/10.9790/6737-0150508

Buck, D. J. M., Hutchinson, J. C., Winter, C. R., & Thompson, B. A. (2016). The effects of mental imagery with video-modeling on self-efficacy and maximal front squat ability. Sports, 4(2). https://doi.org/10.3390/sports4020023

Buvik, K., Tokle, R., Bilgrei, O. R., & Scheffels, J. (2022). Alcohol use in adolescence: A qualitative longitudinal study of mediators for drinking and non-drinking. Drugs: Education, Prevention and Policy, 29(6), 685–693. https://doi.org/10.1080/09687637.2021.1952931

Campbell, J. E., Morgan, M., Barnett, V., & Spreat, S. (2015). Handheld devices and video modeling to enhance the learning of self-help skills in adolescents with autism spectrum disorder. OTJR Occupation, Participation and Health, 35(2), 95–100. https://doi.org/10.1177/1539449215570040

Cheng, C., Cheung, S. F., Chio, J. H.-m., & Chan, M.-P. S. (2013). Cultural meaning of perceived control: A meta-analysis of locus of control and psychological symptoms across 18 cultural regions. Psychological Bulletin, 139(1). https://doi.org/10.1037/a0028596

Chu, S. Y., & Baker, S. (2015). The effects of video self-modeling on high school students with emotional and behavioral disturbances. Preventing School Failure, 59(4), 207–216. https://doi.org/10.1080/1045988X.2014.903465

Darvishi, M., Vahid, M. K. A., Athar, M. E., Trejos-Castillo, E., & Asgarabad, M. H. (2022). The explanation of adolescent delinquent behaviors based on Jessor’s Problem Behavior Theory (PBT) in Iran: The role of individual vulnerability, opportunity risk availability, and perceived support. Frontiers in Psychiatry, 13(January), 1–10. https://doi.org/10.3389/fpsyt.2022.744794

Decker, M. M., & Buggey, T. (2014). Using video self- and peer modeling to facilitate reading fluency in children with learning disabilities. Journal of Learning Disabilities, 47(2), 167–177. https://doi.org/10.1177/0022219412450618

Dowrick, P. W. (1999). A review of self modeling and related interventions. Applied and Preventive Psychology, 8(1), 23–39. https://doi.org/10.1016/S0962-1849(99)80009-2

Dowrick, P. W. (2003). Video futures user’s guide. Creating Future Inc.

Dowrick, P. W. (2012). Self model theory: Learning from the future. Wiley Interdisciplinary Reviews: Cognitive Science, 3(2), 215–230. https://doi.org/10.1002/wcs.1156

Dowrick, P. W., Back, L. T., & Mills, N. C. (2015). School failure and school success. In T. P. Gullotta, R. W. Plant, & M. A. Evans (Eds.), Handbook of adolescent behavioral problems: Evidence-based approaches to prevention and treatment (pp. 395–414). Springer Science + Business Media. https://doi.org/10.1007/978-1-4899-7497-6_21

Edwards, N. M., & Lambros, K. M. (2018). Video self-modeling as a reading fluency intervention for dual language learners with disabilities. Contemporary School Psychology, 22(4), 468–478. https://doi.org/10.1007/s40688-018-0207-9

Egarr, R., & Storey, C. (2022). Model teachers or model students? A comparison of video modelling interventions for improving reading fluency and comprehension in children with autism. Journal of Autism and Developmental Disorders, 52(8), 3366–3382. https://doi.org/10.1007/s10803-021-05217-z

Ewens, K. A. (2016). Exploring the effects of video self-modeling as an intervention for social interactions in young children with disabilities. Culminating Projects in Special Education. 20.

Freelin, B. N., McMillan, C., Felmlee, D., & Osgood, D. W. (2023). Changing contexts: A quasi-experiment examining adolescent delinquency and the transition to high school. Criminology, 61(1), 40–73. https://doi.org/10.1111/1745-9125.12320

Gonzales, B. R., Hagin, V., Dowrick, P. W., & Groslambert, A. (2015). Effects of various cognitive video stimulations on the measured stamina of runners. The Sport Psychologist, 29(4), 335-343.

Herth, K. A. (2001). Development and implementation of a hope intervention program. Oncology Nursing Forum, 28(6), 1009–1016.

Hiromitsu, Y., & Ishikura, T. (2021). Effects of learners’ choice of video self-modeling on performance accuracy and perceived cognitive consistency. Journal of Physical Education and Sport, 21(3), 1284–1293. https://doi.org/10.7752/jpes.2021.03163

Ho, T. Q., Gadke, D. L., Henington, C., Evans-McCleon, T. N., & Justice, C. A. (2019). The effects of animated video modeling on joint attention and social engagement in children with autism spectrum disorder. Research in Autism Spectrum Disorders, 58, 83–95. https://doi.org/10.1016/j.rasd.2018.09.004

Hong, E. R., Ganz, J. B., Mason, R., Morin, K., Davis, J. L., Ninci, J., Neely, L. C., Boles, M. B., & Gilliland, W. D. (2016). The effects of video modeling in teaching functional living skills to persons with ASD: A meta-analysis of single-case studies. Research in Developmental Disabilities, 57, 158–169. https://doi.org/10.1016/j.ridd.2016.07.001

Jennings, C. T., Reaburn, P., & Rynne, S. B. (2013). The effect of a self-modelling video intervention on motor skill acquisition and retention of a novice track cyclist’s standing start performance. International Journal of Sports Science and Coaching, 8(3), 467–480. https://doi.org/10.1260/1747-9541.8.3.467

Kamp, R. J. V. (2018). Video self-modeling, reading aloud, or silent reading: Effects of strategies on fluency. Master's Theses & Capstone Projects. 108.

Kashani, F. L., Vaziri, S., Akbari, M. E., Zeinolabedini, N., Sanaei, H., & Jamshidifar, Z. (2014). The effectiveness of creating hope on distress of women with breast cancer. Procedia - Social and Behavioral Sciences, 159, 201–205. https://doi.org/10.1016/j.sbspro.2014.12.357

Kazdin, A. E. (2016). Methodological issues & strategies in clinical research (4th ed.). American Psychological Association.

Krassner, A. M., Gartstein, M. A., Park, C., Dragan, W., Lecannelier, F., & Putnam, S. P. (2016). East–west, collectivist-individualist: A cross-cultural examination of temperament in toddlers from Chile, Poland, South Korea, and the U.S. European Journal of Developmental Psychology, 14(4), 449–464. https://doi.org/10.1080/17405629.2016.1236722

Lao, S. A., Furlonger, B. E., Moore, D. W., & Busacca, M. (2016). Learning to swim using video modelling and video feedback within a self-management program. Australian Journal of Adult Learning, 56(1), 53–68.

Ledford, J. R., & Wolery, M. (2013). Procedural fidelity: An analysis of measurement and reporting practices. Journal of Early Intervention, 35(2), 173–193. https://doi.org/10.1177/1053815113515908

Lemmon, K. H., & Green, V. A. (2015). Using video self-modeling and the peer group to increase the social skills of a preschool child. New Zealand Journal of Psychology, 44(2), 68–78.

Liu, Y., Moore, D. W., & Anderson, A. (2015). Improving social skills in a child with autism spectrum disorder through self-management training. Behaviour Change, 32(4), 273–284. https://doi.org/10.1017/bec.2015.14

Lopez, S. J., Ciarlelli, R., Coffman, L., Stone, M., & Wyatt, L. (2000). Diagnosing for strengths: On measuring hope building blocks. In C. R. Snyder (Ed.), Handbook of hope: Theory, measures, and applications (pp. 57-85). Academic Press. https://doi.org/10.1016/B978-012654050-5/50006-3

Middlemas, S., & Harwood, C. (2020). A pre-match video self-modeling intervention in elite youth football. Journal of Applied Sport Psychology, 32(5), 450–475. https://doi.org/10.1080/10413200.2019.1590481

Nahvizadeh, M. M., Akhavan, S., Arti, S., Qaraat, L., Geramian, N., Farajzadegan, Z., & Heidari, K. (2014). A review study of substance abuse status in high school students, Isfahan, Iran. International Journal of Preventive Medicine, 5(2), S77–S82.

Nawi, A. M., Ismail, R., Ibrahim, F., Hassan, M. R., Manaf, M. R. A., Amit, N., Ibrahim, N., & Shafurdin, N. S. (2021). Risk and protective factors of drug abuse among adolescents: A systematic review. BMC Public Health, 21(1), 1–15. https://doi.org/10.1186/s12889-021-11906-2

Normand, M. P. (2016). Less is more: Psychologists can learn more by studying fewer people. Frontiers in Psychology, 7(JUN), 1–4. https://doi.org/10.3389/fpsyg.2016.00934

Ohtake, Y., Kawai, M., Takeuchi, A., & Utsumi, K. (2013). Effects of video self-modelling interventions on reducing task avoidance behaviours of students with autism spectrum disorders. International Journal of Disability, Development and Education, 60(3), 225–241. https://doi.org/10.1080/1034912X.2013.812186

Ollar, C. N. (2018). Using video self-modeling to improve reading fluency in school aged children with specific learning disabilities. Theses and Dissertations. 7342.

Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022). Do video modeling and metacognitive prompts improve self-regulated scientific inquiry?. Educational Psychology Review, 34(2), 1025-1061. https://doi.org/10.1007/s10648-021-09652-3

Özerk, M., & Özerk, K. (2015). A bilingual child learns social communication skills through video modeling-A single case study in a Norwegian school setting. International Electronic Journal of Elementary Education, 8(1), 551–566.

Park, J., Bouck, E., & Duenas, A. (2019). The effect of video modeling and video prompting interventions on individuals with intellectual disability: A systematic literature review. Journal of Special Education Technology, 34(1), 3–16. https://doi.org/10.1177/0162643418780464

Retnowati, S., Ramadiyanti, D. W., Suciati, A. A., Sokang, Y. A., & Viola, H. (2015). Hope intervention against depression in the survivors of cold lava flood from Merapi Mount. Procedia - Social and Behavioral Sciences, 165, 170–178. https://doi.org/10.1016/j.sbspro.2014.12.619

Robson, C., Blampied, N., & Walker, L. (2015). Effects of feedforward video self-modelling on reading fluency and comprehension. Behaviour Change, 32(1), 46–58. https://doi.org/10.1017/bec.2014.29

Rymal, A. M., & Ste-Marie, D. M. (2016). Imagery ability moderates the effectiveness of video self modeling on gymnastics performance. Journal of Applied Sport Psychology, 29(3), 1–19. https://doi.org/10.1080/10413200.2016.1242515

Rymal, A. M., & Ste-Marie, D. M. (2019). Feedforward self-modeling and self-regulation: It’s not just for learning. Research Quarterly for Exercise and Sport, 90(3), 276–286. https://doi.org/10.1080/02701367.2019.1593923

Saito, K., & Okayasu, T. (2014). Effects of social skills and self-esteem on resilience in university students. The Japanese Journal of Health Psychology, 27(1), 12–19. https://doi.org/10.11560/jahp.27.1_12

Sen, U. (2016). Video self-modeling technique that can be used in improving the abilities of fluent reading and fluent speaking. International Education Studies, 9(11), 66. https://doi.org/10.5539/ies.v9n11p66

Smith, J., Hand, L., & Dowrick, P. W. (2014). Video feedforward for rapid learning of a picture-based communication system. Journal of Autism and Developmental Disorders, 44(4), 926–936. https://doi.org/10.1007/s10803-013-1946-0

Snyder, C. R. (1994). The psychology of hope: You can get there from here. Simon and Schuster.

Snyder, C. R. (2000). Handbook of hope: Theory, measures and applications. Academic Press.

Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., Yoshinobu, L., Gibb, J., Langelle, C., & Harney, P. (1991). The will and the ways: Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60(4), 570–585. https://doi.org/10.1037//0022-3514.60.4.570

Sympson, S. C. (1999). Validation of the domain specific hope scale: Exploring hope in life domains [Unpublished doctoral dissertation]. University of Kansas.

Tsui, G. H. H., & Rutherford, M. D. (2014). Video self-modeling is an effective intervention for an adult with autism. Case Reports in Neurological Medicine, 2014, 1–6. https://doi.org/10.1155/2014/425897

Yolandria, R. (2019). The effects of video modeling as a reading intervention strategy for students with deficits in reading fluency [Unpublished doctoral dissertation]. Auburn University.

Youn Kang, V., & Kim, S. (2020). Social stories with self-modeling to teach social play behaviors to Korean American children with autism. Child and Family Behavior Therapy, 42(2), 73–97. https://doi.org/10.1080/07317107.2020.1738709

Young, C., Rasinski, T., & Mohr, K. A. J. (2015). Read two impress: An intervention for disfluent readers. The Reading Teacher, 69(6), 633–636. https://doi.org/10.1002/trtr.1391

Zucco, R., Montesano, F., Esposito, S., Bianco, A., & Nobile, C. G. A. (2017). Alcohol use in early adolescence: Findings from a survey among middle school students in Italy. Pediatric Research, 82(6), 915–919. https://doi.org/10.1038/pr.2017.206

Downloads

Published

2023-07-24

Issue

Vol. 10 No. 1 (2023): PSYMPATHIC

Section

Articles

Citation Check

License

The author whose published manuscript approved the following provisions:

1. The right of publication of all material published in the journal / published on the E-Journal of Psychology website is held by the editorial board with the knowledge of the author (moral right remains the author of the script).

2. The formal legal provisions for access to digital articles of this electronic journal are subject to the terms of the Creative Commons Attribution-ShareAlike license (CC BY-SA), which means that the Journal of Psychology reserves the right to save, transmit media / format, manage in database form, , maintain, and publish articles without requesting permission from the Author as long as it continues to include the name of the Author as the owner of Copyright.

3. Printed and published print and electronic manuscripts are open access for any purposes. In addition to these objectives, the editorial board shall not be liable for violations of copyright law.

Â