Examining the Effectiveness of Education Based on Social Learning Theory in Fostering Self-care and Social Skills

NCT06485882 | Completed

• 1 other identifier: 'HacettepeU'
• Study Type: interventional
• Target: 82
• Locations: 1 country
• Sites: 1

Brief Summary

Abstract Purpose: This study was conducted to examine the effectiveness of a training program prepared on the basis of the Social Learning Theory for teaching self-care and social competence behaviors in preschool children. Design and method: The sample of the study consisted of 41 in the intervention and 41 in the control group. Data were collected using the Demographic Assessment Form, the Self-Care Skills Assessment Scale and the Social Competence and Behavior Evaluation-30 Scale. Using five animated films created on the basis of the Social Learning Theory for fostering children self-care and social competence behaviors, a total of 20 training sessions were conducted with intervention group over a period of four months. Self-care and social competence scales were administered at the end of each month. Ultimately, children were assessed a total of five times.

Conditions

Main Heading (Descriptor) Terms

Keywords

Social learning theory; Self-care; Social competence; Preschool period

Outcome Measures

Primary Outcomes (2)

• Fostering self-care behaviours

  Total of 20 training sessions were organized over four months based on the stages defined in the Social Learning Theory, and animated films focusing on target behaviors related to self-care was used as training tools. For evaluating the changes of behaviors the Self-Care Skills Assessment Scale was used. Positive changes were observed in the self-care behaviors of the children after the implemented education program. The total score of the self-care scale increased more in the intervention group than in the control group. The minimum score that the children received from Scale was calculated as 205, and the maximum score was 241. It was reported whether there was a change in children's self-care behaviors with the analyses made. The Self-Care Skills Assessment Scale used in these measurements was applied separately for each case.

  The study lasted 30 weeks in totally

• Fostering social skills in school children

  Total of 20 training sessions were organized over four months based on the stages defined in the Social Learning Theory, and animated films focusing on target behaviors related to social competence was used as training tools. For evaluating the changes of behaviors the Social Competence and Behavior Evaluation-30 Scale was used. Positive changes were observed in the social competence behaviors of the children after the implemented education program. The total score of the social competence increased more in the intervention group than in the control group. The minimum score that the children received from Scale was calculated as 44, and the maximum score was 54. It was reported whether there was a change in children's social competence behaviors with the analyses made. The the Social Competence and Behavior Evaluation-30 Scale used in these measurements was applied separately for each case.

  At the end of the monthly training sessions for the intervention group, evaluations were made with scales every month, and it lasted 30 weeks in totally.

Secondary Outcomes (1)

• Hygiene and self care

  The study lasted 30 weeks in totally

Other Outcomes (1)

• Anger-Aggression

  The study lasted 30 weeks in totally.

Study Arms (2)

Intervention group

EXPERIMENTAL

Intervention Group Procedure Children in the intervention group, who met the inclusion criteria for the study and agreed to participate, were informed about the training they were to receive. Teachers were also informed about the self-care and social competence scales they were to administer to the children.

Behavioral: Self-Care Training

Control group

NO INTERVENTION

The self-care and social competence skills of the children in the control group were assessed at the beginning of the study together with the intervention group. To this end, pretests of the Self-Care Skills Assessment Scale for 3- to 6-Year-Old Children, and the Social Competence and Behavior Evaluation - 30 Scale were filled out by the teachers, while the parents were asked to fill out the Demographic Assessment Form. Posttest: The children in the control group received no extra self-care or social competence training besides that provided by the teachers for one week as part of the regular curriculum. For the posttest of this group, the Self-Care Skills Assessment Scale for 3- to 6-Year-Old Children was used, as well as the Social Competence and Behavior Evaluation-30 Scale, both of which were filled out by the teachers at the end of the fourth month. No other assessments were carried out in the intervening months.

Interventions

Self-Care Training BEHAVIORAL

Animation films are watched children about self-care and social competence

Also known as: Social Competence Training

Intervention group

Eligibility Criteria

• Age: 5 Years - 6 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Children who were five or six years of age and did not have any cognitive or sensory issues were included in the study.

You may not qualify if:

• Children with cognitive or sensory issues requiring special education were not included in the study.

Sponsors & Collaborators

• Hacettepe University: lead

Study Sites (1)

Hacettepe University

Ankara, Turkey (Türkiye)

Location

Related Publications (7)

• Denham SA, Bassett HH, Way E, Mincic M, Zinsser K, Graling K. Preschoolers' emotion knowledge: self-regulatory foundations, and predictions of early school success. Cogn Emot. 2012;26(4):667-79. doi: 10.1080/02699931.2011.602049. Epub 2011 Aug 19.

  PMID: 21851307 BACKGROUND

• Ghasemi A, Zahediasl S. Normality tests for statistical analysis: a guide for non-statisticians. Int J Endocrinol Metab. 2012 Spring;10(2):486-9. doi: 10.5812/ijem.3505. Epub 2012 Apr 20.

  PMID: 23843808 BACKGROUND

• Guhn, M., Gadermann, A.M., Almas, A., Schonert-Reichl, K.A., & Hertzman, C. (2016). Associations of teacher-rated social, emotional, and cognitive development in kindergarten to self-reported wellbeing, peer relations, and academic test scores in middle childhood. Early Childhood Research Quarterly, 35, 76-84. doi: 10.1016/j.ecresq.2015.12.027.

  BACKGROUND

• Halford JC, Boyland EJ. The marketing of foods and non-alcoholic beverages to children. Setting the research agenda. Appetite. 2013 Mar;62:182-4. doi: 10.1016/j.appet.2012.12.003. Epub 2012 Dec 7. No abstract available.

  PMID: 23220356 BACKGROUND

• Jones, S.M., McGarrah, M.V., & Kahn, J. (2019). Social and emotional learning: A principled science of human development in context. Educational Psychologist, 54(3), 129-143.

  BACKGROUND

• Koh, K.L., & Ahad, N.A. (2020). Normality for non-normal distributions. Journal of Science and Mathematics Letters, 8(2), 51-60.

  BACKGROUND

• Rai, S., Waskel, B., Sakalle, S., Dixit, S., & Mahore, R. (2016). Effects of cartoon programs on behavioural, habitual and communicative changes in children. International Journal of Community Medical Public Health, 3, 1375-1378.

  BACKGROUND

MeSH Terms

Conditions

Social Skills

Condition Hierarchy (Ancestors)

Social Behavior; Behavior

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: CARE PROVIDER
• Masking Details: Teachers fullfilled the scales and so they were not known about children who are intervention group
• Purpose: HEALTH SERVICES RESEARCH
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Research Assistant Dr.

Model Details: Social Learning Theory is used for fostering positive health habits for children between 5-6 age.

Study Record Dates

• First Submitted: April 5, 2024
• First Posted: July 3, 2024
• Study Start: January 20, 2023
• Primary Completion: June 10, 2023
• Study Completion: June 16, 2023
• Last Updated: July 3, 2024

Record last verified: 2024-06

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)