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Field
Last Published
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Before
May 23, 2024 05:15 PM
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After
November 09, 2025 06:58 PM
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Field
Primary Outcomes (End Points)
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Before
1) Motivation of children using EMONIS, a likert scale created in Chile, at baseline and endline. Israel, R., Villagrán, M. (2012). Motivación escolar en niños y niñas de 10 a 14 años (EMONIS). Reflexiones sobre la sociedad chilena. Una mirada desde la universidad. RIL Editores
2) Executive function through Heart and Flowers task at baseline and endline. Wright, A. & Diamond, A. (2014). An effect of inhibitory load in children while keeping
working memory load constant. Frontiers in Psychology, 5, 36-44
3) Teacher student relationship with the student-teacher relationship subscale from the Student Engagement Instrument at baseline and endline. Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological
engagement: Validation of the student engagement instrument. Journal of School Psychology, 44(5),
427–445. http://doi.org/10.1016/j.jsp.2006.04.002
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After
1) Self-understanding
2) Executive function through Heart and Flowers task at baseline and endline. Wright, A. & Diamond, A. (2014). An effect of inhibitory load in children while keeping working memory load constant. Frontiers in Psychology, 5, 36-44
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Primary Outcomes (Explanation)
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Before
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After
We construct self-understanding by using four instruments:
1) Optimism using the optimism subscale from "Self-Report Scale of Socio-Emotional Well-Being". Milicic, N., Arab, M.P., Alcalay, L., Berger, C. y Torretti, A. (2008). Programa para el Bienestar y Aprendizaje Socioemocional en estudiantes de tercero y cuarto grado: descripción y evaluación de impacto. Revista Latinoamericana de Psicología, 46(3):169-177.
2) Lack of motivation and achievement motivation using the "Scale for measuring motivation for children in the second cycle of elementary school". Israel, R., Villagrán, M. (2012). Motivación escolar en niños y niñas de 10 a 14 años (EMONIS). Reflexiones sobre la sociedad chilena. Una mirada desde la universidad. RIL Editores
3) Self-esteem using the "School Self-Esteem Test". Marchant, T., Haeussler, I., & Torretti, A. (2016). TAE Batería de Tests de Autoestima
Escolar. Santiago: Ediciones Universidad Católica de Chile.
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Experimental Design (Public)
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Before
The intervention will be stratified at the school level in Araucania, Chile. - municipalities were selected using purposive sampling out of the total of 38 municipalities of Araucania. The selection of municipalities was based on the criteria that the municipality has public or government-subsidized schools and they are not difficult to access territorially. From the municipalities elected, 47 schools were eligible to participate in the study, of which 23 schools were assigned to treatment and 24 schools to control group. The intervention will be randomised at the school level. Randomization will be done on the computer using Stata. There are two study arms: 1) Treatment Arm receiving the socio-emotional intervention. The schools in the treatment arm will receive the program only for those classroom of children aged in average 9-10 years old. 2) Control Arm receiving the statuo quo: The students in the control arm will receive the statuo quo services provided by the school.
Since the foundation in charge of the intervention did not have enough capacity to work with all the schools in the treatment group, this study was divided into two cohorts. The first cohort includes 10 treatment schools and 13 control schools that joined the study in the first year. The second cohort consists of 13 treatment schools and 11 control schools that will enter the study in the second year. The randomization into treatment and control groups, and between cohort 1 and cohort 2, was conducted at the beginning of the study.
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After
The intervention will be stratified at the school level in Araucania, Chile. - municipalities were selected using purposive sampling out of the total of 38 municipalities of Araucania. The selection of municipalities was based on the criteria that the municipality has public or government-subsidized schools and they are not difficult to access territorially. From the municipalities elected, 47 schools were eligible to participate in the study, of which 23 schools were assigned to treatment and 24 schools to control group. The intervention will be randomised at the school level. Randomization will be done on the computer using Stata. There are two study arms: 1) Treatment Arm receiving the socio-emotional intervention. The schools in the treatment arm will receive the program only for those classroom of children aged in average 9-10 years old. 2) Control Arm receiving the statuo quo: The students in the control arm will receive the statuo quo services provided by the school.
Since the foundation in charge of the intervention did not have enough capacity to work with all the schools in the treatment group, this study was divided into two cohorts. The first cohort includes 10 treatment schools and 12 control schools that joined the study in the first year. The second cohort consists of 13 treatment schools and 12 control schools that will enter the study in the second year. The randomization into treatment and control groups, and between cohort 1 and cohort 2, was conducted at the beginning of the study.
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Field
Secondary Outcomes (End Points)
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Before
1) Self-esteem using "Test de Autoestima escolar" created in Chile at baseline and endline. Marchant, T., Haeussler, I., & Torretti, A. (2016). TAE Batería de Tests de Autoestima Escolar. Santiago: Ediciones Universidad Católica de Chile.
2) Self-efficacy using Generalized self-efficacy scale at baseline and endline. Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs, 35, 37.
3) Grit using a likert scale created in Chile at baseline and endline. Yovaniniz, X. (2022). ¿Cómo medir y potenciar el grit en estudiantes de educación básica?. Repositorio UC.
4) Sense of belonging using the sense of belonging and emotional conection with peers from The Community sense scale in classroom at baseline and endline. Petrillo, G., Capone, V., & Donizzetti, A. (2016). Classroom sense of community scale: Validation of a
self-report measure for adolescents. Journal of Community Psychology, 44(3), 339–409. https:// doi.
org/ 10. 1002/ jcop. 21769
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After
1) Understanding of others
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Field
Secondary Outcomes (Explanation)
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Before
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After
We construct understanding of others using two instruments:
1) Sense of belonging using the sense of belonging and emotional conection with peers from The Community sense scale in classroom. Petrillo, G., Capone, V., & Donizzetti, A. (2016). Classroom sense of community scale: Validation of a
self-report measure for adolescents. Journal of Community Psychology, 44(3), 339–409. https:// doi.
org/ 10. 1002/ jcop. 21769
2) Awareness of others using the awareness of others subscale from "Self-Report Scale of Socio-Emotional Well-Being". Milicic, N., Arab, M.P., Alcalay, L., Berger, C. y Torretti, A. (2008). Programa para el Bienestar y Aprendizaje Socioemocional en estudiantes de tercero y cuarto grado: descripción y evaluación de impacto. Revista Latinoamericana de Psicología, 46(3):169-177.
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