Promoting Educational Success with Socio-emotional Skills Training

Last registered on January 26, 2024

Pre-Trial

Trial Information

General Information

Title
Promoting Educational Success with Socio-emotional Skills Training
RCT ID
AEARCTR-0003496
Initial registration date
November 08, 2018

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
November 13, 2018, 4:49 PM EST

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Last updated
January 26, 2024, 10:32 AM EST

Last updated is the most recent time when changes to the trial's registration were published.

Locations

Region

Primary Investigator

Affiliation
University of Zurich

Other Primary Investigator(s)

PI Affiliation
University of Zurich

Additional Trial Information

Status
Completed
Start date
2004-08-16
End date
2020-01-01
Secondary IDs
Prior work
This trial is based on or builds upon one or more prior RCTs.
Abstract
In this project we study how a randomized education intervention among primary school children affects educational careers.
External Link(s)

Registration Citation

Citation
Sorrenti, Giuseppe and Ulf Zölitz. 2024. "Promoting Educational Success with Socio-emotional Skills Training." AEA RCT Registry. January 26. https://doi.org/10.1257/rct.3496-1.1
Former Citation
Sorrenti, Giuseppe and Ulf Zölitz. 2024. "Promoting Educational Success with Socio-emotional Skills Training." AEA RCT Registry. January 26. https://www.socialscienceregistry.org/trials/3496/history/209747
Sponsors & Partners

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Experimental Details

Interventions

Intervention(s)
-
Intervention (Hidden)
The PATHS (Promoting Alternative Thinking Strategies) curriculum is a comprehensive program for promoting emotional and social skills and reducing aggression and behavior problems in primary school-aged children while simultaneously enhancing the educational process in the classroom. It has been developed by Prof. Mark Greenberg (Prevention Research Center of Pennsylvania State University) and Dr. Carol Kusche and is one of the most thoroughly and repeatedly evaluated school based social skills programs at hand. PATHS is aimed at reducing disruptive behavior and improving the child’s prosocial development by means of learning skills and knowledge relevant to the development of self-control, empathy, the understanding, expression and regulation of emotions, and effective social problem solving. In addition, the program also targets improvements in classroom and school ecology. PATHS is be taught 2-3 times per week for about 20-30 minutes per session. It provides teachers with systematic, developmentally appropriate lessons, materials, and instructions for teaching their students emotional literacy, self-control, social competence, positive peer relations, and interpersonal problem-solving skills.
Teachers receive training in a two- to three-day workshop and in regular meetings with the curriculum consultant. For the implementation the PATHS curriculum was translated from English into German. Based on extensive discussions with local education experts the material was also adapted to the different cultural context. Selected lesson from the PATH program were pilot in primary school classrooms.
Intervention Start Date
2005-08-22
Intervention End Date
2006-07-14

Primary Outcomes

Primary Outcomes (end points)
The educational outcomes studied will be the teacher assessment of the student, student self-reported grades and the type of school (e.g. Gymnasium) that the student attends.
Primary Outcomes (explanation)
Secondary school track (e.g. Gymnasium) will be available from administrative school district data.

Secondary Outcomes

Secondary Outcomes (end points)
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
-
Experimental Design Details
Malti et al. (2012) provide a comprehensive summary of the z-proso study. The z-proso experiment consisted of four treatment conditions. 1) PATHS, 2) PPP, 3) PATHS & PPP and 4) Control. Randomization was implemented at the school level. The PATHS curriculum was implemented in the second grade of primary school.
Randomization Method
Stratified sample of 56 schools comprising 1,675 children. The schools were first blocked by school size and socio-economic background of the catchment area. Then, a stratified sample of 56 schools was drawn (1,675 children). The 56 schools formed 14 quadruplets of similar size and socio-economic background.
Randomization Unit
School quadruplets.
Was the treatment clustered?
Yes

Experiment Characteristics

Sample size: planned number of clusters
14 quadruplets. 4 schools per quadruplet. 56 schools in total.
Sample size: planned number of observations
1600 pupils.
Sample size (or number of clusters) by treatment arms
4 treatment arms. 14 schools per treatment arm.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
-
IRB

Institutional Review Boards (IRBs)

IRB Name
IRB Approval Date
IRB Approval Number
Analysis Plan

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Post-Trial

Post Trial Information

Study Withdrawal

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Intervention

Is the intervention completed?
Yes
Intervention Completion Date
January 01, 2006, 12:00 +00:00
Data Collection Complete
Yes
Data Collection Completion Date
Final Sample Size: Number of Clusters (Unit of Randomization)
Was attrition correlated with treatment status?
No
Final Sample Size: Total Number of Observations
Final Sample Size (or Number of Clusters) by Treatment Arms
Data Publication

Data Publication

Is public data available?
Yes

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Program Files

Program Files
Yes
Reports, Papers & Other Materials

Relevant Paper(s)

Reports & Other Materials