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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.
BMC Public Health
|July 27, 2023
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.
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.
Keywords:
ChildrenClassroom-based interventionProsocial classroom climateSelf-determination-theoryWellbeingMore Related Videos
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