ICT-enabled Social-emotional Learning: Development of Responsibility and Well-being in the Educational Environment
试验速览
- 阶段
- 不适用
- 状态
- 进行中（未招募）
- 入组人数
- 385
- 试验地点
- 1
- 主要终点
- Emotional Competence
研究概览
简要总结
The purpose of the study is to develop adolescents' social-emotional abilities to foster their personal and social responsibility, as well as their well-being, by means of a school-based intervention that addresses students, teachers and parents who participate in a social-emotional program using a technological platform. The program consists of activities based on solid theoretical frameworks on emotional intelligence, development of responsibility and meaningful learning.
详细描述
EmoTIC is an emotional education program focused on the development of social-emotional competences through an application that can be used in mobile devices and tablets.The program is based on a space adventure, and provides reinforcement through score points and more time for the additional games. The duration of the program is 8 weeks.
The emoTIC 8 version is designed so that teachers can easily carry it out in their classrooms. The application consists of application-guided activities that are put into practice in class, and includes other exercises that are meant to be carried out at home. The activities that are designed to be carried out during school hours are named "missions", and the exercises the students will do at home are called "trainings". Both are essential to adequately conduct the intervention.
The emoTIC SPACE version is designed so that it is carried out autonomously at home, through application-guided activities. This version includes 8 activities for each of the 4 areas.
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 —（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •To have signed the informed consent (or their legal tutors).
- •Being between 11 and 18 years old.
排除标准
- •Inability to understand the activities or the language used.
研究组 & 干预措施
Intervention group
During the tutoring time, the intervention program is carried out in the experimental group, through emoTIC. EmoTIC is an emotional education program focused on the development of social-emotional competences through an application that can be used in mobile devices and tablets.
干预措施: ICT-enabled Social-emotional Learning (Other)
Control group
During the period in which the intervention program is conducted in the experimental group, the control group will remain in the waitlist (will not participate in the intervention), and will carry out the program once the study is finished.
结局指标
主要结局
Emotional Competence
时间窗: Time 3 (up to 1 year)
Emotional Skills and Competence Questionnaire
Emotional Intelligence
时间窗: Time 3 (up to 1 year)
Trait Meta-Mood Scale (TMMS-24)
Subjective Well-Being
时间窗: Time 3 (up to 1 year)
Life satisfaction and positive and negative affects
Emotional Competence
时间窗: Time 1 (first month)
Emotional Skills and Competence Questionnaire
Emotional Intelligence
时间窗: Time 1 (first month)
Trait Meta-Mood Scale (TMMS-24)
Emotional Intelligence
时间窗: Time 2 (4th month)
Trait Meta-Mood Scale (TMMS-24)
Subjective Well-Being
时间窗: Time 1 (first month)
Life satisfaction and positive and negative affects
Subjective Well-Being
时间窗: Time 2 (4th month)
Life satisfaction and positive and negative affects
Emotional Competence
时间窗: Time 2 (4th month)
Emotional Skills and Competence Questionnaire
次要结局
- School Social Climate(Time 3 (up to 1 year))
- Somatic complaints(Time 3 (up to 1 year))
- Self-esteem(Time 3 (up to 1 year))
- Depression, Anxiety and Stress(Time 3 (up to 1 year))
- Suicide ideation(Time 3 (up to 1 year))
- Personality(Time 3 (up to 1 year))
- Self-Efficacy(Time 3 (up to 1 year))
- Social Responsibility(Time 3 (up to 1 year))
- Psychosocial adjustment(Time 3 (up to 1 year))
- Subjective Happiness(Time 3 (up to 1 year))
- Somatic complaints(Time 1 (first month))
- Somatic complaints(Time 2 (4th month))
- Depression, Anxiety and Stress(Time 1 (first month))
- Depression, Anxiety and Stress(Time 2 (4th month))
- Psychosocial adjustment(Time 1 (first month))
- Psychosocial adjustment(Time 2 (4th month))
- Suicide ideation(Time 1 (first month))
- Suicide ideation(Time 2 (4th month))
- Personality(Time 1 (first month))
- Personality(Time 2 (4th month))
- Self-esteem(Time 1 (first month))
- Self-esteem(Time 2 (4th month))
- Self-Efficacy(Time 1 (first month))
- Self-Efficacy(Time 2 (4th month))
- School Social Climate(Time 1 (first month))
- School Social Climate(Time 2 (4th month))
- Social Responsibility(Time 1 (first month))
- Social Responsibility(Time 2 (4th month))
- Subjective Happiness(Time 1 (first month))
- Subjective Happiness(Time 2 (4th month))
研究者
Inmaculada Montoya Castilla
Associate Professor
University of Valencia