Summary of Results
DETACHMENT
Workers with FWDs face specific challenges regarding their work-life balance, recovery from work, and well-being [In line with our hypotheses, multilevel analyses showed that the training (both web-based and blended formats) improved psychological detachment, satisfaction with work-life balance, and well-being compared with a waitlist CG. This shows that our 6-week web-based training offers strategies that help workers cope with the specific challenges of FWDs. Specifically, it provides participants with segmentation strategies that help them set boundaries between life domains. They learn respite strategies that help them enhance their recovery during work breaks and after work. Further, they learn strategies that help them self-organize their workdays. In addition to the robustness of these findings, they held in a per-protocol analysis, that is, when excluding those who were not compliant with the training protocol and when including employment status in the analyses. This is in line with research showing that individual web-based interventions can be effective in teaching activities for promoting recovery from work, work-life balance, and well-being [In addition, we found that adherence and compliance were in some ways higher among the blended training participants, partly supporting hypothesis 2: 4 weeks after the training, the web-based training participants were twice as likely to drop out as the blended training participants. Moreover, the blended training participants were 17 times more likely to be compliant than the web-based training participants, that is, with completing training the modules at least partially and practicing the daily tasks for at least 2 days per week. These results indicate that interacting with peers in group sessions, in addition to the web-based modules, significantly affected social exchange as well as the motivation and commitment of participants. Feedback from the blended training participants reflects these results; some felt that regular meetings helped them follow through with the training. This is in line with the argument based on self-determination theory that the satisfaction of relatedness as a basic need in the blended training would increase intrinsic motivation. This contributes to nascent efforts to identify factors that may increase adherence, building on findings showing feedback and content-focused or adherence-focused guidance [The manipulation in the IG-BL was successful, as we found social exchange (ie, experiential knowledge provided and emotional support received) to be higher among the blended training participants than among the web-based training participants. This is in line with the argument based on social identity theory that group interactions in blended training increase social exchange. However, intervention effectiveness did not differ between the IGs, neither directly after the training nor 4 weeks later. Group sessions did not reinforce the effects of the web-based training, although they seemed to have increased social exchange and motivation. These findings are inconsistent with the assumption drawn from social identity theory that increased social exchange through group interactions would improve the effectiveness of the blended training. Although this is not in line with our hypotheses, there are some studies that point toward a similar direction. For example, a study that compared web-based learning, blended learning, and face-to-face learning did not find any effect of training mode on knowledge or confidence [It is likely that the blended training participants built a sense of belonging to a group and relatedness by sharing their experiences with FWDs and getting to know each other. Moreover, they may have had perceived social pressure to work through the modules and implement the exercises because they knew that they would talk about them with their group. This is in line with the reasoning that the social influence of a group can affect people’s commitment and motivation [