Student well-being: The Be the best you can be programme
Not Applicable
Completed
- Conditions
- Health and Well-Being (Psychological and Physical)Mental and Behavioural Disorders
- Registration Number
- ISRCTN99443695
- Lead Sponsor
- niversity of Bath (UK)
- Brief Summary
2013 protocol in: http://www.ncbi.nlm.nih.gov/pubmed/23866311
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- Completed
- Sex
- All
- Target Recruitment
- 1333
Inclusion Criteria
Year 7 and Year 8 secondary school pupils in classes from participating schools
Exclusion Criteria
Inability to be involved in the intervention (in the opinion of the schools)
Study & Design
- Study Type
- Interventional
- Study Design
- Not specified
- Primary Outcome Measures
Name Time Method All outcome measures assessed at pre-intervention, post-intervention and at 3-month follow-up.<br>1. Eudaimonic well-being: assessed via self report measures at the contextual level using the Personally Expressive Activities Questionnaire [Waterman, 1993] and at life-domain level by items from previously validated questionnaires (i.e., the Personal Growth subscale [Kasser & Ryan, 1996], Prosocial subscale of the Strengths and Difficulties Questionnaire [Goodman, 1997], Subjective Vitality Scale [Ryan & Frederick, 1997], and the Proactive Attitude Scale [Schmitz et al., 1999]. <br>2. Hedonic well-being: assessed by self-reports using the Positive and Negative Affect Scale for Children [Laurent et al., 1999] and Life-Satisfaction in Adolescents Scale [Funk et al., 2006]. Self-esteem will be assessed by Rosenberg?s scale [1969], and adaptive learning strategies by the Patterns of Adaptive Learning Scale [Midgely et al., 2000].
- Secondary Outcome Measures
Name Time Method