Game Based Assessment of Emotion-regulation Skills in College Students
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 290
- 试验地点
- 1
- 主要终点
- Mental Health
研究概览
简要总结
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •first year student at Babes-Bolyai University
- •internet and PC access to complete the scales and game
排除标准
- •no internet or PC access
结局指标
主要结局
Mental Health
时间窗: 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
时间窗: 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.
次要结局
- emotional awareness(baseline, pre-intervention)
- emotional distress(baseline, pre-intervention)
- MAAS(baseline, pre-intervention)
- Atention to positive and negative information(baseline, pre-intervention)
- Rational and irrational cognition(baseline, pre-intervention)
研究者
Oana David
Professor Ph.D of Clinical Psychology
Babes-Bolyai University