Promotion of self-efficacy, mental health and academic achievement in adolescents through a school-based programme Other
Conditions
Interventions
Intervention schools (n = 3- 8) with adolescents (n = 150 -250) in grade 7 (aged 13-14) will be recruited in Sweden during spring/summer 2025 to implement the programme Motivationslyftet throughout th
Sponsors
Karolinska Institutet
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1. Schools in Sweden that already use the programme Motivationslyftet will be offered to participate in the study as intervention groups. Control schools will be matched based on the school's socioeconomic index. 2. All students in grade 7 (aged 13-14 years) from participating schools 3. Teachers from the included schools
Exclusion criteria
Exclusion criteria: 1. Schools that have used the programme Motivationslyftet or similar will not be invited to be control schools in the project. 2. Students who do not understand written Swedish, or who have conditions that prevent them from completing questionnaires independently, may be excluded from specific analyses. 3. Students in intervention schools who participated in the programme Motivationslyftet during middle school may be excluded from specific analyses.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Adolescents’ self-reported self-efficacy, assessed with the Swedish version (Löve et al., 2012) of the general self-efficacy scale (Schwarzer & Jerusalem, 2010) that has been validated in adolescents (Lönnfjord & Hagquist, 2018) at baseline (September- October 2025),post-intervention (April - June 2026) and follow-up (April- June 2028). | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Academic achievement, school climate, and psychosomatic health measured by the Swedish items from the Health Behaviour in School-aged Children study (Folkhälsomyndigheten, 2023; World Health Organization, 2020) at baseline (September- October 2025), post-intervention (April - June 2026) and follow-up (April- June 2028). 2. Anxiety will be assessed using the short version of the Spence Children’s Anxiety Scale (Ahlen et al., 2018; Spence et al., 2003) at baseline (September- October 2025), post-intervention (April—June 2026), and follow-up (April—June 2028). 3. Self-esteem will be evaluated with the Rosenberg scale (Rosenberg, 1965) at baseline (September- October 2025), post-intervention (April - June 2026) and follow-up (April- June 2028). 4. Symptoms of stress will be measured with a Scandinavian scale (Elo et al., 2003) at baseline (September- October 2025), post-intervention (April - June 2026) and follow-up (April- June 2028). 5. Teachers’ perceptions of school climate and relations will be assessed in both intervention and control schools with the Pedagogical School Climate [PESOC] instrument, adapted and validated for teachers (Hultin et al., 2018) at baseline (September- October 2025), post-intervention (April - June 2026) and follow-up (April- June 2028). 6. Teachers in intervention schools will also answer questions regarding the perceived acceptability, appropriateness, and feasibility of implementing the Motivationslyftet programme in their schools (Weiner et al., 2017) at baseline (September- October 2025), post-intervention (April - June 2026) and follow-up (April- June 2028). | — |
Countries
Sweden
Contacts
Public ContactSusanne Andermo
Outcome results
None listed