ICT-enabled Social-emotional Learning: Development of Responsibility and Well-being in the Educational Environment

Study Overview
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Brief Summary
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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
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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.

Official Title
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ICT-enabled Social-emotional Learning: Development of Responsibility and Well-being in the Educational Environment

Conditions
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Adolescent - Emotional Problem

Intervention / Treatment
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* Other: ICT-enabled Social-emotional Learning


Participation Criteria
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Eligibility Criteria
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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.

Ages Eligible for Study
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Minimum Age: 10 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Prevention
Allocation: Non-Randomized
Intervention Model: Parallel Assignment
Masking: Single


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Intervention group<br>During the tutoring time, the intervention program is carried out in the experimental group, through emoTIC. 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. | Other: ICT-enabled Social-emotional Learning<br>* ICT-enabled Social-emotional Learning<br>|
| No Intervention: Control group<br>During the period in which the intervention program is conducted in the experimental group, the control group will remain in the waitlist (will not participate in the intervention), and will carry out the program once the study is finished. | |

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Emotional Intelligence | Trait Meta-Mood Scale (TMMS-24) | Time 1 (first month) | 
| Emotional Intelligence | Trait Meta-Mood Scale (TMMS-24) | Time 2 (4th month) | 
| Emotional Intelligence | Trait Meta-Mood Scale (TMMS-24) | Time 3 (up to 1 year) | 
| Subjective Well-Being | Life satisfaction and positive and negative affects | Time 1 (first month) | 
| Subjective Well-Being | Life satisfaction and positive and negative affects | Time 2 (4th month) | 
| Subjective Well-Being | Life satisfaction and positive and negative affects | Time 3 (up to 1 year) | 
| Emotional Competence | Emotional Skills and Competence Questionnaire | Time 1 (first month) | 
| Emotional Competence | Emotional Skills and Competence Questionnaire | Time 2 (4th month) | 
| Emotional Competence | Emotional Skills and Competence Questionnaire | Time 3 (up to 1 year) | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Somatic complaints | The Somatic Complain List (SCL-10) | Time 1 (first month) | 
| Somatic complaints | The Somatic Complain List (SCL-10) | Time 2 (4th month) | 
| Somatic complaints | The Somatic Complain List (SCL-10) | Time 3 (up to 1 year) | 
| Depression, Anxiety and Stress | Depression, Anxiety and Stress Scale | Time 1 (first month) | 
| Depression, Anxiety and Stress | Depression, Anxiety and Stress Scale | Time 2 (4th month) | 
| Depression, Anxiety and Stress | Depression, Anxiety and Stress Scale | Time 3 (up to 1 year) | 
| Psychosocial adjustment | Strengths and Difficulties Questionnaire | Time 1 (first month) | 
| Psychosocial adjustment | Strengths and Difficulties Questionnaire | Time 2 (4th month) | 
| Psychosocial adjustment | Strengths and Difficulties Questionnaire | Time 3 (up to 1 year) | 
| Suicide ideation | Sentia Scale | Time 1 (first month) | 
| Suicide ideation | Sentia Scale | Time 2 (4th month) | 
| Suicide ideation | Sentia Scale | Time 3 (up to 1 year) | 
| Personality | Mini-Ipip Questionnaire | Time 1 (first month) | 
| Personality | Mini-Ipip Questionnaire | Time 2 (4th month) | 
| Personality | Mini-Ipip Questionnaire | Time 3 (up to 1 year) | 
| Self-esteem | Rosenberg Self-Esteem Scale | Time 1 (first month) | 
| Self-esteem | Rosenberg Self-Esteem Scale | Time 2 (4th month) | 
| Self-esteem | Rosenberg Self-Esteem Scale | Time 3 (up to 1 year) | 
| Self-Efficacy | General Self-Efficacy Scale | Time 1 (first month) | 
| Self-Efficacy | General Self-Efficacy Scale | Time 2 (4th month) | 
| Self-Efficacy | General Self-Efficacy Scale | Time 3 (up to 1 year) | 
| School Social Climate | Questionnaire to Assess School Social Climate (CECSCE) | Time 1 (first month) | 
| School Social Climate | Questionnaire to Assess School Social Climate (CECSCE) | Time 2 (4th month) | 
| School Social Climate | Questionnaire to Assess School Social Climate (CECSCE) | Time 3 (up to 1 year) | 
| Social Responsibility | Personal and Social Responsibility Questionnaire (PSRQ) | Time 1 (first month) | 
| Social Responsibility | Personal and Social Responsibility Questionnaire (PSRQ) | Time 2 (4th month) | 
| Social Responsibility | Personal and Social Responsibility Questionnaire (PSRQ) | Time 3 (up to 1 year) | 
| Subjective Happiness | Subjective Happiness Scale | Time 1 (first month) | 
| Subjective Happiness | Subjective Happiness Scale | Time 2 (4th month) | 
| Subjective Happiness | Subjective Happiness Scale | Time 3 (up to 1 year) | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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Emotional Intelligence, Schools, Training Programs, Information and Communication Technologies (ICT)