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Effectiveness of Motivated Social Motional Learning (MSEL) Program on Bullying Among Hong Kong Primary School Students

StatusUnknown
PhaseNot applicable
Started
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Record status
This record was last updated September 27, 2024 (before its estimated April 30, 2025 completion). Its status may not reflect the trial's current state.

Record History

  1. Changed Registry marked status Unknown (sponsor has not verified the record since Sep 2024); last known: Recruiting
  2. Study First Submitted
  • Stopped: an ongoing trial was terminated, suspended or withdrawn.
  • Notable: the trial’s plan changed such as a big move in its timeline or size, a new primary endpoint, sponsor or phase, or recruiting opened or resumed.
  • Minor: routine progress and housekeeping, such as sites added or enrollment closed.
The present study aimed to test the effectiveness of motivated social-emotional Learning (MSEL) and traditional curriculum-based social-emotional learning (CSEL) in reducing bullying perpetration and victimization among Hong Kong primary school students. The main research questions the cRCT aims to answer are: 1. Does MSEL reduce bullying perpetration and victimization among Hong Kong primary school students? 2. Is MSEL more effective than the traditional CSEL in reducing bullying perpetration and victimization among Hong Kong primary school students? In according with the research questions, the following hypotheses will be tested: H1: MSEL can significantly change primary outcomes and secondary outcomes at posttest and 3-month follow-up. H2: CSEL can significantly change primary outcomes and secondary outcomes at posttest and 3-month follow-up. H3: Compared with the intervention group of CSEL, the MSEL group will experience greater changes in primary and secondary outcomes. Classroom is the randomization unit and the participating classrooms are randomly assigned to each of the three arms-the waitlist control group (WCL, no intervention delivered during the implementation period), the CSEL group (only receiving curriculum-based SEL training), and the MSEL group (participating in CSEL and Class Ambassador). The multi-method (i.e., questionnaires and face-to-face interviews) approach will be used to assess primary outcomes (i.e., school bullying victimization and perpetration, cyberbullying perpetration, defending behaviors) and secondary outcomes (i.e., social-emotional competence, prosocial behaviors, school safety and liking, psychological well-being). Also, the data collection will be conducted in the 2024-2025 academic term at three different time points: the baseline (T0, prior to the beginning of intervention, Sept. 2024), the posttest (T1, the completion of intervention, Dec. 2024) and the follow-up (T2, three months after the completion of intervention, April 2025). The analysis and report of the data start in the fall of 2025.
Trial Details
NCT Number NCT06615778
Lead Sponsor The University of Hong Kong
Collaborators: The Hong Kong Jockey Club Charities Trust
Conditions
(from sponsor)		 Bullying of Child
Enrollment 250 participants
Start Date
Primary Completion (estimated)
Study Completion (estimated)
Updated on ClinicalTrials.gov