Game Based Assessment of Emotion-regulation Skills in College Students
- Conditions
- AssessmentEmotion Regulation
- Interventions
- Other: REThink game
- Registration Number
- NCT05896085
- Lead Sponsor
- Babes-Bolyai University
- Brief Summary
The aim of this study will be to investigate the validity of the in-game performance measurements or scores as indicators of students'ER abilities.
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 290
- first year student at Babes-Bolyai University
- internet and PC access to complete the scales and game
- no internet or PC access
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- SINGLE_GROUP
- Arm && Interventions
Group Intervention Description REThink game REThink game Participants will complete the online standardized scales and then complete the REThink therapeutic game's assessment system in 3D or VR version.
- Primary Outcome Measures
Name Time Method Mental Health baseline, pre-intervention The General Health Questionnaire, 12-item version (GHQ-12 by Goldberg \&Williams,1988 is a self-report scale measuring mental health on a 6-point Likert scale ranging from 0 "never" to 5 "everyday" where grater scores represents better mental health.
Emotion regulation baseline, pre-intervention The Cognitive Emotion Regulation Questionnaire (CERQ; Garnefski, Kraaij, \& Spinhoven, 2001) is a self-report scale measuring emotion regulation on a 5 point Likert scale ranging from "almost never" to "almost always". It had 9 subscales representing 9 emotion regulation strategies and grater scores represents grater involvement in using that strategy.
- Secondary Outcome Measures
Name Time Method emotional awareness baseline, pre-intervention The Emotion Awareness Questionnaire (EAQ, Rieffe et al., 2008) is a 32-item questionnaire on a three-point Liker scale, from 0 "not true" to 2 "certainly true" where greater scores represents better levels of emotional awareness.
emotional distress baseline, pre-intervention Distress and positive emotions: Profile of Affective Distress Plus; PED Opris \& Macavei, 2007 is a self-report scale that measure distress. It had 42 items rated on a 5 point Liker scale ranging from "not al all" to "a lot" and grater scores represent grated level of distress.
MAAS baseline, pre-intervention Brown, K. W., \& Ryan, R. M. (2003). Mindful attention awareness scale. Journal of personality and social psychology The Mindfull Attention Awareness Scale is a 15 items self-report scale, rated on 5 point Likert scale from "almost never" to "almost always", where greater scores represents better mindfulness.
Atention to positive and negative information baseline, pre-intervention Attention to Positive and Negative Information Scale Noguchi, K., Gohm, C. L., \& Dalsky, D. J. (2006). Cognitive tendencies of focusing on positive and negative information. Journal of Research in Personality, 40(6), 891-910. It is a self- report scale for measuring the attention to positive or negative information. It is rated on a 5 point Likert scale ranging "not at all" to " completely conform"and it has 29 items. Grater scores at this scale represent more attantion toward a specific type of information-negative or positive.
Rational and irrational cognition baseline, pre-intervention Attitudes and Beliefs Scale 2 Abbreviated Version (ABS-2 - AV; Hyland et al. 2014) is a 24-items self-report scale that measures the presence of rational and irrational cognitions. It has two subscales one for rational cognitions and one for irrational cognitions. Greater scores at each scale represents more rational/irrational cognitions in an individual. Items are rated on a 5 point Liker scale ranging from "totally disagree" to "totally agree".
Trial Locations
- Locations (1)
Babes-Bolyai University
🇷🇴Cluj-Napoca, Romania