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| Name | Class |
|---|---|
| Ministerio de Ciencia e Innovación, Spain | OTHER_GOV |
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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.
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.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Intervention group | Experimental | 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. |
|
| Control group | No Intervention | 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. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| ICT-enabled Social-emotional Learning | Other | ICT-enabled Social-emotional Learning |
|
| 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 |
| Measure | Description | Time Frame |
|---|---|---|
| Somatic complaints | The Somatic Complain List (SCL-10) | Time 1 (first month) |
| Somatic complaints | The Somatic Complain List (SCL-10) |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Inmaculada Montoya-Castilla, PhD | Universitat de València | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Universitat de València | Valencia | Valencia | 46010 | Spain |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 34972764 | Derived | De la Barrera U, Postigo-Zegarra S, Monaco E, Gil-Gomez JA, Montoya-Castilla I. Serious game to promote socioemotional learning and mental health (emoTIC): a study protocol for randomised controlled trial. BMJ Open. 2021 Dec 31;11(12):e052491. doi: 10.1136/bmjopen-2021-052491. | |
| 33861813 | Derived | de la Barrera U, Monaco E, Postigo-Zegarra S, Gil-Gomez JA, Montoya-Castilla I. EmoTIC: Impact of a game-based social-emotional programme on adolescents. PLoS One. 2021 Apr 16;16(4):e0250384. doi: 10.1371/journal.pone.0250384. eCollection 2021. |
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Emotional Skills and Competence Questionnaire |
| Time 3 (up to 1 year) |
| 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) |