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Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
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The effectiveness of the Dutch Meaningful Roles program in children: a study protocol for a cluster randomized

Amanda W G van Loon1, Tessa M L Kaufman2

  • 1Utrecht University. Child and Adolescent Studies, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands. a.w.g.vanloon@uu.nl.

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PubMed
Summary

This study evaluates a classroom program designed to foster a positive, prosocial classroom climate by enhancing children's motivation through self-determination theory. The program aims to improve social competence and academic achievement while reducing behavioral issues.

Keywords:
ChildrenClassroom-based interventionProsocial classroom climateSelf-determination-theoryWellbeing

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Area of Science:

  • Educational Psychology
  • Child Development
  • Social-Emotional Learning

Background:

  • A positive classroom climate is linked to better social skills, academic success, and fewer behavioral problems in children.
  • Enhancing children's motivation to act prosocially is key to creating such a climate.
  • Self-Determination Theory (SDT) components—competence, relatedness, and autonomy—can foster prosocial motivation.

Purpose of the Study:

  • To evaluate the effectiveness of a classroom-based program, 'Meaningful Roles,' designed to promote a prosocial classroom climate.
  • To increase children's intrinsic prosocial motivation by enhancing social autonomy, competence, and relatedness.
  • To provide evidence for the impact of SDT-based interventions on children's social and academic development.

Main Methods:

  • A cluster randomized controlled trial (RCT) will assess the 'Meaningful Roles' program.
  • Multi-informant (child, teacher, school leader) and multi-method (questionnaires, focus groups) data collection.
  • Primary outcomes include prosocial behavior, motivation, autonomy, competence, and relatedness; secondary outcomes cover wellbeing, bullying, and civic skills.

Main Results:

  • The study is designed to yield data on the program's effectiveness in fostering a prosocial classroom environment.
  • Expected findings will indicate whether the intervention successfully enhances prosocial motivation and related social-behavioral outcomes.
  • Results will inform the potential of SDT-based programs in improving children's school experiences.

Conclusions:

  • The study will offer insights into the efficacy of a specific classroom intervention aimed at cultivating a prosocial climate.
  • Positive findings could support the broader implementation of programs that enhance children's social-emotional wellbeing and academic success.
  • Establishing a safe and supportive school environment is crucial for optimal child development.