Promoting Well-being Among European Adolescents - an Inclusive and Digital Program to Strengthen Social-emotional Competences (SEL4@ll)
试验速览
- 阶段
- 不适用
- 状态
- 进行中（未招募）
- 入组人数
- 500
- 试验地点
- 2
- 主要终点
- Social Skills Improvement System Social and Emotional Learning Brief Scales (Anthony et al., 2020)
研究概览
简要总结
The goal of this study is to evaluate whether a digital, game-based social-emotional education intervention (SEL4@ll) can improve socio-emotional competencies, well-being, and inclusion in primary and secondary school students aged 10-16 across four European countries. The main questions it aims to answer are:
- Does participating in the SEL4@ll serious game increase students' socio-emotional competencies, such as self-awareness, empathy, and decision-making?
- Does the program enhance students' sense of well-being and social inclusion within the classroom environment?
Researchers will compare outcomes between students who participate in the SEL4@ll intervention and those in the control group who follow standard curricular activities to see if the game-based program leads to significant improvements.
Participants will:
- Play a serious game focused on five themed "portals" that develop emotional intelligence, leadership, gratitude, resilience, and justice.
- Complete questionnaires at three different time points (pre-, post-, and follow-up) to assess changes in competencies.
- Take part in focus groups (students) and provide implementation feedback (teachers).
- Engage in teacher-led activities and worksheets designed to support reflection and integration of SEL4@ll content.
详细描述
SEL4@ll is an EU-funded, cross-national intervention designed to promote social-emotional learning (SEL) among primary and secondary school children using a serious game supported by pedagogical resources. The intervention aligns with the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework and draws on evidence-based models of SEL, life skills development, character education, and positive youth development.
The serious game is the centerpiece of the intervention and is structured around five narrative "gates or portals," each of which targets three interrelated competencies:
Gate of Self: sense of meaning, resilience, leadership
Gate of Emotion: emotional intelligence, empathy, compassion
Gate of People: communication, gratitude, positive influence
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Single (Participant)
入排标准
- 年龄范围
- 10 Years 至 16 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Participants must meet all of the following criteria to be included in the study:
- •Be within the target age range (typically 10-16 years old, corresponding to 5th-6th grade of primary or 1st-4th year of secondary education).
- •Have written informed consent provided by a parent or legal guardian.
- •Complete all three measurement points (pre-test, post-test, and follow-up assessments).
- •Attend school regularly (i.e., not chronically absent).
排除标准
- •Participants will be excluded from the study if they:
- •Do not obtain parental/legal guardian consent.
- •Have significant cognitive, developmental, or language impairments that prevent them from understanding or completing the intervention or assessment tools.
- •Are absent for a prolonged period during the implementation phase (e.g., due to illness, transfer, or other reasons).
- •Participate in another intervention targeting similar outcomes during the study period, which may confound results.
研究组 & 干预措施
Only assessment with serious games as the reward
The control group will undergo the same evaluations as the experimental group, but will not play the game. They will receive the game as a reward after completing the assessments, allowing for a comparison of results between the two groups.
Playing serious game and using didactic material at school
The experimental group will play the game and complete pre- and post-game evaluations, as well as a follow-up impact assessment. This will help assess the game's effectiveness in improving socio-emotional competencies and overall well-being.
干预措施: SEL4@ll (Device)
结局指标
主要结局
Social Skills Improvement System Social and Emotional Learning Brief Scales (Anthony et al., 2020)
时间窗: Three measurement points: T1 (one week before intervention "baseline"), T2 (after intervention, eight weeks after T1) and T3 (follow-up, three months after T1).
The SSIS SEL Brief Scales is a 20-item questionnaire developed to assess social and emotional learning (SEL) competencies in children and adolescents. The items are organized into five domains that align with the core SEL areas defined by the CASEL framework (2020): self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Each item is rated on a 4-point Likert scale, from 1 (Not True) to 4 (Very True), resulting in a total score ranging from 20 (minimum) to 80 (maximum). Higher scores reflect stronger perceived social and emotional competencies.
次要结局
- Perception of Inclusion Questionnaire (Venetz et al., 2015)(Three measurement points: T1 (one week before intervention "baseline"), T2 (after intervention, eight weeks after T1) and T3 (follow-up, three months after T1).)
- Questionnaire about student well-being (Hascher et al., 2018)(Three measurement points: T1 (one week before intervention "baseline"), T2 (after intervention, eight weeks after T1) and T3 (follow-up, three months after T1).)
研究者
Konstanze Schoeps
Associate Professor of Personality, Evaluation and Psychological Treatments
University of Valencia