Assessment, Emotion Regulation
Conditions
Keywords
online therapeutic game, emotion regulation, college students, mental health, game-based assessment
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.
Interventions
OTHERREThink game
The Rethink therapeutic game is an online game developed based on Rational-Emotive Behavioral Therapy and has two versions: for children and adolescents and for adults. The Rethink therapeutic game for adults is available in 3D and VR version and consists of four levels, each of them training a specific emotion regulation ability such as: emotional awareness, mindfulness, cognitive change
Sponsors
The Executive Agency for Higher Education, Research, Development and Innovation Funding
Babes-Bolyai University
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
PREVENTION
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* first year student at Babes-Bolyai University * internet and PC access to complete the scales and game
Exclusion criteria
* no internet or PC access
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| 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
| Measure | Time frame | Description |
|---|---|---|
| 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 conformand it has 29 items. Grater scores at this scale represent more attantion toward a specific type of information-negative or positive. |
| 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. |
| 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. |
| 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. |
Countries
Romania
Outcome results
None listed