Investigating the Effects of an Online Empathy-Compassion Dyad Intervention on Teacher Resilience, Mental Health, Social Emotions, Social Communication, and Interactions
试验速览
- 阶段
- 不适用
- 状态
- 进行中（未招募）
- 发起方
- 入组人数
- 200
- 试验地点
- 2
- 主要终点
- Change from baseline Depression Anxiety Stress Scale - 21 (DASS-21) scores at 5 and 10 weeks
研究概览
简要总结
The COVID-19 pandemic increased psychological burdens in Germany, especially among teachers who have reported higher levels of emotional exhaustion and burnout compared to the general population. Even before the pandemic, teachers found their work highly stressful. Mindfulness- and compassion-based interventions, as well as socio-emotional learning interventions, show promise in combating burnout among educators. Despite increased research, partner-based Dyads have not been explored in schools. Recent studies suggest these social practice formats are more effective than solo mindfulness techniques in reducing loneliness, and social stress, and enhancing social connections and resilience. Additionally, the impact of these interventions on student, classroom, collegium, and system levels remains under-researched.
This study extends the CovSocial project and the ReSource project, which showed the effectiveness of partner-based dyadic mental training on stress reduction, resilience, and social cohesion. The first goal is to test a 10-week online empathy-compassion (EmCo) Dyad training program, inspired by the Affect Dyad from the ReSource project and the online coaching Dyad from the CovSocial project, incorporating empathic and compassionate listening.
The second goal is to evaluate the Dyad intervention's effects in an educational context, focusing on teachers' mental health, social capacities, social networks, and classroom climate, measured across: 1) mental health and resilience, 2) social emotions, 3) social interaction, 4) communication and listening skills, and 5) classroom climate. The third aim is to develop and validate the Teacher Autonomic Voice Assessment (TAVA) and the Egocentric Social Network Analysis Paradigm (e-SNAP), using autonomic measures and voice recordings to assess teachers' emotional states. The final aim is to investigate the cognitive and affective mechanisms driving changes in teachers' mental health, resilience, and social-emotional competencies.
详细描述
The COVID-19 pandemic led to a dramatic rise in psychological burden and strain within Germany. German teachers, specifically, have reported increased emotional exhaustion and professional burnout, at levels exceeding those of the general population. The rise in teacher burnout is particularly alarming given that teachers already perceived their work as stressful and reported high rates of burnout prior to the pandemic. Mindfulness- and compassion-based interventions as well as socio-emotional learning interventions offer a promising approach to combating burnout among education professionals. Despite an increase in research efforts to alleviate burnout through such mental training intervention programs, partner-based Dyads have never been investigated in the school context. Yet, recent research suggests that these social practice formats are more efficient than classic mindfulness techniques practiced alone when it comes to reducing loneliness and social stress, boosting social connections and cohesion as well as resilience. Interestingly, the underlying mechanisms of these different types of interventions seem to be also rather different ones. Finally, the extent to which these interventions promote desired outcomes at the student, classroom, collegium, and system levels remains poorly known in the empirical literature.
This study is an extension of the CovSocial project and the preceding ReSource project, which provided evidence of the effectiveness of partner-based dyadic mental training interventions on stress reduction, psychological resilience, and social cohesion across multiple traits and state-level indicators of biopsychosocial health.
The first main goal of the proposed study is to test the efficacy of an adapted 10-week online empathy-compassion (EmCo) Dyad training program which both the original Affect Dyad inspired developed originally in the ReSource project and the 10-weeks online coaching Dyad program later developed in the context of the CovSocial project, and now includes an important differentiation between empathic and compassionate listening based on previous research in the lab.
A second main goal is to test the effects of such Dyad intervention in the educational context with a focus on boosting teachers' mental health and social capacities as well as their social networks and the classroom climate. The intervention effects will be measured in several families of outcomes which we will call domains: 1) mental health and resilience, 2) social emotions, 3) social interaction, 4) communication and listening skills, and 5) classroom climate. The third aim is to develop and validate two novel tasks, the Teacher Autonomic Voice Assessment (TAVA) and the Egocentric Social Network Analysis Paradigm (e-SNAP). In exploring the use of both autonomic measures as well as voice recordings as indicators of the emotional states of the teachers in the classroom, we hope to provide more objective markers of training-induced changes in the teachers' social connections, emotional well-being, self-regulation skills, as well as communication competency during real-time class instruction.
The final aim is to assess underlying cognitive and affective mechanisms driving the observed changes in teachers' mental health, resilience, and social-emotional competencies.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Supportive Care
- 盲法
- None
盲法说明
No masking will be used since both participants and staff need to be aware which condition the participant belongs to in order to be able to attain and provide the appropriate training and practice prior to starting the actual interventions.
入排标准
- 年龄范围
- 18 Years 至 65 Years（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Participation Criteria / Eligibility Criteria
- •Ages Eligible for Study 18 Years to 65 Years (Adult, Older Adult)
- •Sexes Eligible for Study All
- •Accepts Healthy Volunteers Yes
- •Inclusion Criteria:
- •Participants will have to meet the following inclusion criteria:
- •between 18- and 65-years old
- •registered residents of Germany
- •currently employed as a teacher in Germany
- •proficient in the German language
排除标准
- •Participants would be excluded:
- •if they do not have access to the internet or technical equipment necessary.
- •if they have a history of or current psychiatric diagnosis.
- •Toronto Alexithymia Scale-20 (TAS-20; Bagby et al., 1994; Brähler et al., 2000; exclude if score greater than 60)
- •Patient Health Questionnaire-9 (PHQ-9; Gräfe et al., 2004; Löwe et al., 2004; exclude if scores greater than 19) low 2004
- •Generalized Anxiety Disorder-7 (GAD-7; Löwe et al., 2007; Spitzer et al., 2006; exclude if scores greater than 15)
- •if endorsing suicidality on the PHQ-
- •if endorsing personality disorder on the Standardized Assessment of Severity of Personality Disorder Questionnaire (SAPAS; Moran et al., 2003; Söchtig et al., 2012).
结局指标
主要结局
Change from baseline Depression Anxiety Stress Scale - 21 (DASS-21) scores at 5 and 10 weeks
时间窗: Assessed at pre-intervention (Baseline), after the first 5 weeks of training (Mid-Test), and then after the second 5 weeks of training (Post-Test)
A scale measuring depression, anxiety, and stress (Henry \& Crawford, 2005; Nilges \& Essau, 2021). The scale ranges from 0 to 3, where higher scores indicate more depression, anxiety, and stress.
Change from baseline Active Listening Attitude Scale (ALAS) scores at 5 and 10 weeks
时间窗: Assessed at pre-intervention (Baseline), after the first 5 weeks of training (Mid-Test), and then after the second 5 weeks of training (Post-Test)
A scale measuring active listening (Mishima et al., 2000). The scale ranges from 1 to 5, where, higher scores indicate more active listening.
Change from baseline Egocentric Social Network Analysis Paradigm (e-SNAP) scores at 5 and 10 weeks
时间窗: Assessed at pre-intervention (Baseline), after the first 5 weeks of training (Mid-Test), and then after the second 5 weeks of training (Post-Test)
In this task, teacher-reported perceptions of their classroom and workplace networks are used to assess the frequency and pleasantness of interactions, as well as relationships within the network. Higher scores indicate more (a) Teacher-perceived interaction frequency (with pupils and teachers), (b) Teacher-perceived network density (% of total ties / all possible ties) (of the classroom, and of work colleagues), (c) Teacher-perceived interaction pleasantness ratio (pupil-pupil and teacher-teacher).
Change from baseline Autonomic Nervous System (ANS) functioning at 10 weeks: Physiological Resting Baseline - electrocardiogram [ECG]
时间窗: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
Resting assessment of autonomic physiology. Participants sit quietly with eyes closed and no specific task is given. Autonomic activity will be measured with PLUX Biosignals sensors including a 3-point ECG sensor attached to the chest. Resting autonomic physiology data will be analyzed with PLUX OpenSignals software to assess Heart Rate Variability (HRV).
Change from baseline Maslach Burnout Inventory-Educators Survey (MBI-ES) scores at 5 and 10 weeks
时间窗: Assessed at pre-intervention (Baseline), after the first 5 weeks of training (Mid-Test), and then after the second 5 weeks of training (Post-Test)
A scale measuring burnout (Maslach \& Jackson, 1981; Schwarzer et al., 2000). The scale ranges from 1 to 5, where higher scores indicate more burnout.
Change from baseline Connor Davidson Resilience Scale (CD-RISC) score at 5 and 10 weeks
时间窗: Assessed at pre-intervention (Baseline), after the first 5 weeks of training (Mid-Test), and then after the second 5 weeks of training (Post-Test)
A scale measuring psychological resilience (Connor \& Davidson, 2003; Sarubin et al., 2015). The scale ranges from 1 to 5, where higher scores indicate more resilience.
Change from baseline Sussex-Oxford Compassion Scale for Self and Others (SOCS) scores at 10 weeks
时间窗: Assessed at pre-intervention (Baseline), at week 5 (after empathic listening training) and then again at week 10 (after compassionate listening training)
A scale measuring self-compassion (SOCS-S) and compassion for others (SOCS-O; Gu et al., 2020). The scale ranges from 1 to5, where higher scores indicate more compassion.
Change from baseline Socio-Affective Video Task (SoVT) scores at 5 and 10 weeks
时间窗: Assessed at pre-intervention (Baseline), at week 5 (after empathic listening training), and then again at week 10 (after compassionate listening training)
This task assesses behavioral empathy and compassion using emotional video clips (Kanske et al., 2015; Klimecki et al., 2013; Valk et al., 2016). Higher scores indicate more empathy or more compassion.
Change from baseline Autonomic Nervous System (ANS) functioning at 10 weeks: Physiological Resting Baseline - electrodermal activity [EDA]
时间窗: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
Resting assessment of autonomic physiology. Participants sit quietly with eyes closed and no specific task is given. Autonomic activity will be measured with PLUX Biosignals sensors including a 2-point EDA sensor attached to the index and middle fingers of the non-dominant hand. Resting autonomic physiology data will be analyzed with PLUX OpenSignals software to assess Skin Conductance Response (SCR)
Change from baseline Autonomic Nervous System (ANS) functioning at 10 weeks: Physiological Resting Baseline - inductive respiration
时间窗: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
Resting assessment of autonomic physiology. Participants sit quietly with eyes closed and no specific task is given. Autonomic activity will be measured with PLUX Biosignals sensors including an inductive respiration adjustable chest strap. Resting autonomic physiology data will be analyzed with PLUX OpenSignals software to assess Respiratory Sinus Arrhythmia (RSA) and breathing cycle amplitude and frequency
Change from baseline Autonomic Nervous System (ANS) regulation at 10 weeks: Heart Rate Variability
时间窗: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
Phasic assessment of autonomic physiology as participants complete a semi-structured lesson plan in classrooms. Participants watch a series of short clips from Inside Out with their students. These clips have emotional (positive and negative) content. After watching the clips participants facilitate a class discussion encouraging students to consider the function of various emotions and self-regulation strategies for managing difficult emotional experiences. Following the discussion, participants are asked to sit quietly while students complete self-report surveys. Phasic autonomic physiology data will be analyzed with PLUX OpenSignals software to assess HRV and RSA (3-point ECG attached to the chest)
Change from baseline Autonomic Nervous System (ANS) regulation at 10 weeks: Skin Conductance
时间窗: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
Phasic assessment of autonomic physiology as participants complete a semi-structured lesson plan in classrooms. Participants watch a series of short clips from Inside Out with their students. These clips have emotional (positive and negative) content. After watching the clips participants facilitate a class discussion encouraging students to consider the function of various emotions and self-regulation strategies for managing difficult emotional experiences. Following the discussion, participants are asked to sit quietly while students complete self-report surveys. Phasic autonomic physiology data will be analyzed with PLUX OpenSignals software to assess SCR (2-point EDA attached to the non-dominant hand)
Change from baseline Vocalized Emotional Expressions at 10 weeks - affect dimensions
时间窗: the Teacher Autonomic Voice Assessment (TAVA)
Acoustic assessment of vocalized emotions as participants complete a semi-structured lesson plan in their classrooms. Participants record their own voices for 15 minutes as they encourage students' engagement during the classroom discussion component of the test lesson. Two sets of simultaneous voice recordings will be collected on participants' phones as well as a research phone. A lapel microphone connected to the research phone will be attached to the participants' collars. Participants' own phones will be placed in a phone case lanyard necklace worn around the neck. Vocalized emotions will be analyzed with audEERING devAIce software to assess affect dimensions (e.g., activation \[arousal\], valence, and dominance)
Change from baseline Autonomic Nervous System (ANS) regulation at 10 weeks: inductive respiration
时间窗: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
Phasic assessment of autonomic physiology as participants complete a semi-structured lesson plan in classrooms. Participants watch a series of short clips from Inside Out with their students. These clips have emotional (positive and negative) content. After watching the clips participants facilitate a class discussion encouraging students to consider the function of various emotions and self-regulation strategies for managing difficult emotional experiences. Following the discussion, participants are asked to sit quietly while students complete self-report surveys. Phasic autonomic physiology data will be analyzed with PLUX OpenSignals software to assess inductive Respiration (adjustable chest strap)
Change from baseline Vocalized Emotional Expressions at 10 weeks - prosodic features
时间窗: the Teacher Autonomic Voice Assessment (TAVA)
Acoustic assessment of vocalized emotions as participants complete a semi-structured lesson plan in their classrooms. Participants record their own voices for 15 minutes as they encourage students' engagement during the classroom discussion component of the test lesson. Two sets of simultaneous voice recordings will be collected on participants' phones as well as a research phone. A lapel microphone connected to the research phone will be attached to the participants' collars. Participants' own phones will be placed in a phone case lanyard necklace worn around the neck. Vocalized emotions will be analyzed with audEERING devAIce software to assess prosodic features (e.g., pitch, voice quality \[jitter and shimmer\])
Change from baseline Vocalized Communication Behaviors at 10 weeks - sensitivity in communication
时间窗: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
Acoustic assessment of vocalized communication behaviors as participants complete a semi-structured lesson plan in their classrooms. Participants record their own voice for 15 minutes as they encourage students' engagement during the classroom discussion component of the test lesson. Two sets of simultaneous voice recordings will be collected on participants' personal phones as well as a research phone. A lapel microphone connected to the research phone will be attached to participants' collar. Participants' own phone will be placed in a phone case lanyard necklace worn around the neck. Vocalized communication behaviors will be analyzed with audEERING devAIce software to assess tone, rate, and dominance scores indicate sensitivity in communication. Lower tone, rate and dominance scores represent higher sensitivity in communication.
Change from baseline Vocalized Communication Behaviors at 10 weeks - silence
时间窗: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
Acoustic assessment of vocalized communication behaviors as participants complete a semi-structured lesson plan in their classrooms. Participants record their own voice for 15 minutes as they encourage students' engagement during the classroom discussion component of the test lesson. Two sets of simultaneous voice recordings will be collected on participants' personal phones as well as a research phone. A lapel microphone connected to the research phone will be attached to participants' collar. Participants' own phone will be placed in a phone case lanyard necklace worn around the neck. Vocalized communication behaviors will be analyzed with audEERING devAIce software to assess the teacher's silence and background sounds indicate the teacher's listening. Higher rates of teacher's silence represent higher listening.
Change from baseline Affect Grid scores at 10 weeks
时间窗: Assessed at pre-intervention over a two-week period (Baseline), at week 5 (once), and then after a 10-week intervention period at post-intervention timepoint again for two-week
A scale measuring emotional state (valence) and arousal (Russell et al., 1989). Higher scores on valence and arousal indicate more positive affect and arousal.
Change from baseline Stress levels at 10 weeks
时间窗: Assessed at pre-intervention over a two-week period (Baseline), at week 5 (once), and then after a 10-week intervention period at post-intervention timepoint again for two-week
Custom items based on the Stress Appraisal Measure (SAM; Delahaye et al., 2015; Peacock \& Wong, 1990) and the Cognitive Control and Flexibility Questionnaire (CCFQ; Gabrys et al., 2018) measuring stress intensity and feelings of emotional control. The scale ranges from 1 to 5, where higher scores indicate more intense stress.
Change from baseline listening at 10 weeks
时间窗: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
Self-generated items measure active listening during classroom discussions (Mishima et al., 2000). The scale ranges from 1 to 5. Higher scores indicate more active listening.
Change from baseline Academic Productive Dialogue (APD) scores at 10 weeks
时间窗: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
A scale measuring the productivity of a classroom dialog (Gutentag et al., 2022). The scale ranges from 1 to 5. Higher scores mean more engagement and productivity in the dialog.
Change from baseline Mindfulness in Teaching Scale (MTS) scores at 10 weeks
时间窗: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
A scale measuring mindfulness in teaching during the classroom discussion (Frank et al., 2016). The scale ranges from 1 to 5, where higher scores indicate more mindfulness in teaching.
Change from baseline Teacher Self-Efficacy Scale (TSES) scores at 10 weeks
时间窗: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
A scale measuring teacher self-efficacy when engaging students (Pfitzner-Eden, 2016; Tschannen-Moran \& Hoy, 2001).The scale ranges from 1 to 5, where higher scores indicate more self-efficacy.
Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
时间窗: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
Custom items based on the Brief-COPE (Carver, 1997; Knoll et al., 2005), Cognitive Emotion Regulation Questionnaire (CERQ; Garnefski et al., 2001; Loch et al., 2011) and Self-Compassion Scale (SCS; Albertson et al., 2015; Hupfeld \& Ruffieux, 2011) measuring Coping Strategies (Acceptance and Curiosity, Positive Reinterpretation, Rumination, Self-Blame). The scale ranges from 1 to 5, where higher scores indicate a higher use of the specified coping strategies.
Change from baseline emotional expressions at 10 weeks
时间窗: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
Custom items based on an Emotional Labor Strategy Questionnaire (ELSQ; Diefendorff et al., 2005) measure Emotional Expressions (surface acting, emotional dissonance, emotional congruence, emotional authenticity). The scale ranges from 1 to 5, where higher scores indicate more surface acting / emotional dissonance or emotional congruence / emotional authenticity.
Change from baseline student-reported Student Personal Perception of Classroom Climate (SPPCC) scores at 10 weeks
时间窗: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
A scale measuring classroom climate (Rowe et al., 2010).The scale ranges from 1 to 5, where higher scores indicate a better classroom climate. Completed by the pupils.
Change from baseline student-reported Classroom Belonging Scale (CBS) scores at 10 weeks
时间窗: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
A scale measuring classroom belonging (Dong Zhao et al., 2019). The scale ranges from 1 to 5, where higher scores indicate more classroom belonging. Completed by the pupils.
Change from baseline classroom discussion climate at 10 weeks
时间窗: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
Custom items measuring students' perception of classroom discussion. The scale ranges from 1 to 5, where higher scores indicate a better classroom discussion climate. Completed by the pupils.
Change from baseline observer-rated teacher listening and communication behaviors at 10 weeks
时间窗: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
Custom items based on a Psychological Safety Coding Scheme (O'Donovan et al., 2021) measuring teacher listening and communication behaviors. The scale ranges from 1 to 5, where higher scores indicate more listening and communication skills. Completed by independent observers.
Change from baseline Positive Teaching Practices Scale (PTPS) scores at 10 weeks
时间窗: Assessed at pre-intervention over a two-week period (Baseline), at week 5 (once), and then after a 10-week intervention period at post-intervention timepoint again for two-week
A scale measuring positive teaching practices (Baumgartner et al., 2021). The scale ranges from 1 to 5, where higher scores indicate more positive teaching practices.
Change from baseline coping strategies at 10 weeks
时间窗: Assessed at pre-intervention over a two-week period (Baseline), at week 5 (once), and then after a 10-week intervention period at post-intervention timepoint again for two-week
Custom items based on the Brief-COPE (Carver, 1997; Knoll et al., 2005), Cognitive Emotion Regulation Questionnaire (CERQ; Garnefski et al., 2001; Loch et al., 2011) and Self-Compassion Scale (SCS; Albertson et al., 2015; Hupfeld \& Ruffieux, 2011) measuring Coping Strategies (Acceptance and Curiosity, Positive Reinterpretation, Rumination, Self-Blame). The scale ranges from 1 to 5, where higher scores indicate a higher use of the specified coping strategies.
Change from baseline Empathy Scale for Teachers (EST) scores at 10 weeks
时间窗: Assessed at pre-intervention over a two-week period (Baseline), at week 5 (once), and then after 10-week intervention period at post-intervention timepoint again for two-week
A scale measuring teacher empathy (Wang et al., 2022). The scale ranges from 1 to 5, where higher scores indicate more empathy
Change from baseline Compassionate Love Scale (Close Others Version) scores at 10 weeks
时间窗: Assessed at pre-intervention over a two-week period (Baseline), at week 5 (once), and then after a 10-week intervention period at post-intervention timepoint again for two-week
A scale measuring teacher compassion (Sprecher \& Fehr, 2005). The scale ranges from 1 to 5, where higher scores indicate more compassion.
Change from baseline observer-rated Affect Grid scores at 10 weeks
时间窗: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention time points, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
A scale measuring emotional state (valence) and arousal (Russell et al., 1989). Higher scores on valence and arousal indicate more positive affect and arousal. Completed by independent observers.
Change from baseline observer-rated student engagement & communication behaviors at 10 weeks
时间窗: Assessed at pre-intervention (Baseline) and then after a 10-week intervention period at post-intervention timepoints, in the classroom setting as part of the Teacher Autonomic Voice Assessment (TAVA)
Custom items based on a Psychological Safety Coding Scheme (O'Donovan et al., 2021) measuring student engagement and communication. The scale ranges from 1 to 5, where higher scores indicate more observer-rated student engagement and communication. Completed by independent observers.
次要结局
- Cognitive Control and Flexibility Questionnaire (CCFQ) (explanatory mechanism)(Assessed weekly during the course of 10 weeks)
- Multidimensional Assessment of Interoceptive Awareness (MAIA) scores - Self-Regulation (explanatory mechanisms)(Assessed weekly during the course of 10 weeks)
- Philadelphia Mindfulness Scale (PHLMS) (explanatory mechanism)(Assessed weekly during the course of 10 weeks)
- Difficulties in Emotion Regulation Scale Short Form (DERS-SF) (explanatory mechanism)(Assessed weekly during the course of 10 weeks)
- Interpersonal Reactivity Index (IRI) (explanatory mechanism)(Assessed weekly during the course of 10 weeks)
- Listening(Assessed weekly during the course of 10 weeks)
- Gratitude Questionnaire-6 (GQ-6) (explanatory mechanism)(Assessed weekly during the course of 10 weeks)
- Coping strategies (explanatory mechanism)(Assessed weekly during the course of 10 weeks)
- Affect Grid (explanatory mechanism)(Assessed weekly during the course of 10 weeks of intervention only in intervention group)
- Social connectedness - Inclusion of Other in Self Scale (explanatory mechanism)(Assessed for 10 weeks during intervention period, twice a week, only in the intervention group, prior to and after the daily exercise)
- Emotional Authenticity(Assessed for 10 weeks during intervention period, twice a week, only in the intervention group, after the daily exercise)
- Personal Self-Disclosure with Partner(Assessed for 10 weeks during intervention period, twice a week, only in the intervention group, after the daily exercise)
- Listening (emotional resonance)(Assessed for 10 weeks during intervention period, twice a week, only in the intervention group, after the daily exercise)
- Listening engagement(Assessed for 10 weeks during intervention period, twice a week, only in the intervention group, after the daily exercise)
- Qualitative Empathic Listening Diary(Assessed once during intervention period, at week 5, only in the intervention group, after the daily exercise)
- Qualitative Compassionate Listening diary(Assessed once at the end of the intervention period, at week 10, only in the intervention group, after the daily exercise)