Adolescent - Emotional Problem
Conditions
Keywords
Emotional Intelligence, Schools, Training Programs, Information and Communication Technologies (ICT)
Brief summary
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.
Detailed description
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.
Interventions
OTHERICT-enabled Social-emotional Learning
ICT-enabled Social-emotional Learning
Sponsors
University of Valencia
Ministerio de Ciencia e Innovación, Spain
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
SINGLE (Subject)
Eligibility
Sex/Gender
ALL
Age
10 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* To have signed the informed consent (or their legal tutors). * Being between 11 and 18 years old.
Exclusion criteria
* Inability to understand the activities or the language used.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Emotional Intelligence | Time 1 (first month) | Trait Meta-Mood Scale (TMMS-24) |
| Subjective Well-Being | Time 1 (first month) | Life satisfaction and positive and negative affects |
| Emotional Competence | Time 1 (first month) | Emotional Skills and Competence Questionnaire |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Somatic complaints | Time 1 (first month) | The Somatic Complain List (SCL-10) |
| Depression, Anxiety and Stress | Time 1 (first month) | Depression, Anxiety and Stress Scale |
| Psychosocial adjustment | Time 1 (first month) | Strengths and Difficulties Questionnaire |
| Suicide ideation | Time 1 (first month) | "Sentia" Scale |
| Personality | Time 1 (first month) | Mini-Ipip Questionnaire |
| Self-esteem | Time 1 (first month) | Rosenberg Self-Esteem Scale |
| Self-Efficacy | Time 1 (first month) | General Self-Efficacy Scale |
| School Social Climate | Time 1 (first month) | Questionnaire to Assess School Social Climate (CECSCE) |
| Social Responsibility | Time 1 (first month) | Personal and Social Responsibility Questionnaire (PSRQ) |
| Subjective Happiness | Time 1 (first month) | Subjective Happiness Scale |
Countries
Spain
Contacts
PRINCIPAL_INVESTIGATORInmaculada Montoya-Castilla, PhD
Universitat de València
Outcome results
None listed