Discover Learning - Social, Emotional and Identity Learning for Very Young Adolescents

NCT04458077 | Completed

• 2 other identifiers: 2017-01-9464OPP1158584
• Study Type: interventional
• Target: 333
• Locations: 1 country
• Sites: 4

Brief Summary

The primary aim of the Discover Learning Project (Discover) is to test an intervention for Very Young Adolescents (VYAs) to promote positive, gender norm transformative, social emotional and identity learning (SEIL). A secondary aim is to better identify effective components of Discover that are scalable requiring the lowest resources to implement

Conditions

Behavior, Adaptive; Behavior, Child; Behavior, Social

Outcome Measures

Primary Outcomes (19)

• Change in Purpose from baseline to end of intervention

  Standardized survey from The Dimensions of Identity Development Scale (DIDS) (Mastrotheodoros \& Motti-Stefanidi, 2017), validated self-reported instrument. Possible scores range from 0 (strongly disagree) to 3 (strongly agree) Change = Endline - Baseline score

  Baseline and endline, measured before the intervention and after the intervention (6 weeks)

• Change in Emotional Self-Efficacy from baseline to end of intervention

  Standardized survey from Adolescent Self Efficacy Questionnaire (Muris et.al, 2001), validated self-reported instrument. Possible scores range from 0 (not at all) to 4 (very well) Change = Endline - Baseline score

  Baseline and endline, measured before the intervention and after the intervention (6 weeks)

• Change in Goal Orientation from baseline to end of intervention

  Standardized survey from Goal Orientation Scale (Dowson and McInerney, 2004), validated self-reported instrument. Possible scores range from 0 (strongly disagree) to 4 (strongly agree) Change = Endline - Baseline score

  Baseline and endline, measured before the intervention and after the intervention (6 weeks)

• Change in Persistence from baseline to end of intervention

  Standardized survey from Persistence in Children (Lufi \& Cohen, 1987), validated self-reported instrument. Possible scores range from 0 (strongly disagree) to 3 (strongly agree) Change = Endline - Baseline score

  Baseline and endline, measured before the intervention and after the intervention (6 weeks)

• Change in Empathy from baseline to end of intervention

  Standardized survey from Empathy (Overgaaw, et al, 2017), validated self-reported instrument. Possible scores range from 0 (not true) to 2 (often true) Change = Endline - Baseline score

  Baseline and endline, measured before the intervention and after the intervention (6 weeks)

• Change in Internalizing Symptoms from baseline to end of intervention

  Standardized survey from African Youth Psychological Assessment (Betancourt, 2014), validated self-reported instrument. Possible scores range from 0 (never) to 3 (all the time) Change = Endline - Baseline score

  Baseline and endline, measured before the intervention and after the intervention (6 weeks)

• Change in Externalizing Symptoms from baseline to end of intervention

  Standardized survey from African Youth Psychological Assessment (Betancourt, 2014), validated self-reported instrument. Possible scores range from 0 (never) to 3 (all the time) Change = Endline - Baseline score

  Baseline and endline, measured before the intervention and after the intervention (6 weeks)

• Change in Academic Self-Efficacy from baseline to end of intervention

  Standardized survey from Adolescent Self Efficacy Questionnaire (Muris et.al, 2001), validated self-reported instrument. Possible scores range from 0 (not at all) to 4 (very well) Change = Endline - Baseline score

  Baseline and endline, measured before the intervention and after the intervention (6 weeks)

• Change in Curiosity from baseline to end of intervention

  Standardized survey from Gender-free curiosity inventory (Reijo Byman, 2016), validated self-reported instrument in curiosity. Possible scores range from 0 (strongly disagree) to 3 (strongly agree) Change = Endline - Baseline score

  Baseline and endline, measured before the intervention and after the intervention (6 weeks)

• Change in Teamwork from baseline to end of intervention

  Standardized survey from Team Skills Index (Zhuang et al, 2008), validated self-reported instrument in curiosity. Possible scores range from 0 (never) to 3 (always) Change = Endline - Baseline score

  Baseline and endline, measured before the intervention and after the intervention (6 weeks)

• Change in Growth Mindset from baseline to end of intervention

  Standardized survey from Dweck's Theories of Intelligence (Growth Mindset Scale) (Ingebrigsten, 2018), validated self-reported instrument in curiosity. Possible scores range from 0 (never) to 3 (always) Change = Endline - Baseline score

  Baseline and endline, measured before the intervention and after the intervention (6 weeks)

• Change in Outlook in Learning from baseline to end of intervention

  Standardized survey from Dweck's Theories of Intelligence (Growth Mindset Scale) (Ingebrigsten, 2018), validated self-reported instrument in curiosity. Possible scores range from 0 (never) to 3 (always) Change = Endline - Baseline score

  Baseline and endline, measured before the intervention and after the intervention (6 weeks)

• Change in Technology Perceptions from baseline to end of intervention

  Standardized survey from Media and Technology Usage and Attitudes Scale (Rosen et al, 2013), validated self-reported instrument. Possible scores range from 0 (never) to 3 (always) Change = Endline - Baseline score

  Baseline and endline, measured before the intervention and after the intervention (6 weeks)

• Change in Social Self-Efficacy from baseline to end of intervention

  Standardized survey from Adolescent Self Efficacy Questionnaire (Muris et.al, 2001), validated self-reported instrument. Possible scores range from 0 (strongly disagree) to 3 (strongly agree) Change = Endline - Baseline score

  Baseline and endline, measured before the intervention and after the intervention (6 weeks)

• Change in Prosocial Behavior from baseline to end of intervention

  Standardized survey from The Dimensions of Identity Development Scale (DIDS) (Mastrotheodoros \& Motti-Stefanidi, 2017), validated self-reported instrument. Possible scores range from 1 (strongly disagree) to 4 (strongly agree) Change = Endline - Baseline score

  Baseline and endline, measured before the intervention and after the intervention (6 weeks)

• Change in Gender Norms and Attitudes from baseline to end of intervention

  Standardized survey from Discover Gender Norms and Attitudes Scale (under development), self-reported instrument. Possible scores range from 0 (strongly disagree) to 4 (strongly agree) Change = Endline - Baseline score

  Baseline and endline, measured before the intervention and after the intervention (6 weeks)

• Change in Generosity from baseline to end of intervention

  Standardized survey from Interpersonal Generosity Scale (IGS) (Smith \& Hill, 2009), validated self-reported instrument. Possible scores range from 0 (strongly disagree) to 3 (strongly agree) Change = Endline - Baseline score

  Baseline and endline, measured before the intervention and after the intervention (6 weeks)

• Change in Utu from baseline to end of intervention

  Standardized survey from Utu (under development), self-reported instrument. Possible scores range from 0 (strongly disagree) to 4 (strongly agree) Change = Endline - Baseline score

  Baseline and endline, measured before the intervention and after the intervention (6 weeks)

• Change in Bullying from baseline to end of intervention

  Standardized survey from The Global School-Based Students Health Survey (GSHS), validated self-reported instrument. Possible scores range from 0 (No) to 1 (Yes) Change = Endline - Baseline score

  Baseline and endline, measured before the intervention and after the intervention (6 weeks)

Study Arms (1)

Mobile-phone-based SEIL Intervention

EXPERIMENTAL

This group will receive the Discover Learning 10-session intervention through a mobile-phone based platform over the course of 10 weeks (1 session per week).

Behavioral: Discover Learning (SEIL)

Interventions

Discover Learning (SEIL) BEHAVIORAL

This mobile-phone-based intervention will assess the effectiveness of 10 SEIL sessions conducted at the household level with VYAs. Activities were designed to be done individually, with siblings/peers, and with parents/caregivers. This intervention will look at how household composition and types of practice that can enhance SEIL learning.

Mobile-phone-based SEIL Intervention

Eligibility Criteria

• Age: 9 Years - 14 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Boys and girls currently enrolled in school/intervention site
• Ages 9-14

You may not qualify if:

• n/a

Sponsors & Collaborators

• University of California, Berkeley: lead
• Health for a Prosperous Nation: collaborator
• Camara Education, Tanzania: collaborator
• Ubongo Learning Limited: collaborator
• Dalberg Global Development Advisors, Tanzania: collaborator
• Save the Children: collaborator

Study Sites (4)

Miburani Primary School

Dar es Salaam, Temeke, 46343, Tanzania

Location

Sokoine Primary School

Dar es Salaam, Temeke, 46343, Tanzania

Location

Twiga Primary School

Dar es Salaam, Temeke, 46343, Tanzania

Location

Umoja Primary School

Dar es Salaam, Temeke, 46343, Tanzania

Location

Related Publications (2)

• Cherewick M, Lebu S, Su C, Richards L, Njau PF, Dahl RE. Study Protocol of a Distance Learning Intervention to Support Social Emotional Learning and Identity Development for Adolescents Using Interactive Mobile Technology. Front Public Health. 2021 Jan 28;9:623283. doi: 10.3389/fpubh.2021.623283. eCollection 2021.

  PMID: 33585394 DERIVED

• Cherewick M, Lebu S, Su C, Dahl RE. An Intervention to Enhance Social, Emotional, and Identity Learning for Very Young Adolescents and Support Gender Equity: Protocol for a Pragmatic Randomized Controlled Trial. JMIR Res Protoc. 2020 Dec 31;9(12):e23071. doi: 10.2196/23071.

  PMID: 33206624 DERIVED

MeSH Terms

Conditions

Behavior; Child Behavior; Social Behavior

Study Officials

• Ron Dahl, MD

  Institute of Human Development

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: PREVENTION
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Director, Institute of Human Development

Study Record Dates

• First Submitted: June 30, 2020
• First Posted: July 7, 2020
• Study Start: August 30, 2020
• Primary Completion: December 12, 2020
• Study Completion: April 30, 2021
• Last Updated: November 4, 2021

Record last verified: 2021-11

Data Sharing

• IPD Sharing: Will not share

Locations

TA (4)