Table 3.
Perceived benefits and limitations of blended interventions for children with emotional disorders and UTAUT variables.
| M (SD) | |
|---|---|
| Perceived benefits | |
| Reduction of the number of family travels | 4.20 (0.62) |
| Possibility of accessing online contents whenever desired or necessary | 4.16 (0.60) |
| Better understanding of the therapy content | 4.13 (0.72) |
| Possibility of completing online sessions at any time | 4.11 (0.64) |
| Increased child motivation due to interactive online sessions | 3.99 (0.80) |
| Possibility of clarifying doubts in face-to-face sessions | 3.97 (0.60) |
| Possibility of completing online sessions anywhere | 3.92 (0.77) |
| Less waiting time for therapy | 3.90 (0.71) |
| Greater autonomy | 3.90 (0.73) |
| Reduction of treatment costs (e.g., travel) | 3.84 (0.85) |
| Total score of perceived benefits | 4.01 (0.44) |
| Perceived limitations | |
| Less solid therapeutic relationship | 3.46 (0.97) |
| The child may not complete the exercises or view all the content in the online sessions | 3.35 (0.84) |
| Parents may not be able to clarify doubts during online sessions | 3.34 (0.86) |
| Lack of direct contact with the psychologist during online sessions | 3.30 (0.96) |
| Online sessions may not fit child's specific needs | 3.25 (0.82) |
| Possibility of not understanding online contents without the help of a psychologist | 3.12 (0.97) |
| More screen time due to online sessions | 2.94 (0.99) |
| Need to have internet access | 2.74 (1.06) |
| Lack of proficiency to engage in online sessions | 1.99 (1.04) |
| Total score of perceived limitations | 2.98 (0.56) |
| UTAUT model determinants | |
| Performance expectancy | 3.80 (0.70) |
| Social influence | 3.71 (0.64) |
| Effort expectancy | 3.95 (0.60) |