Experimental Evaluation of a Program to Foster Socioemotional Competence of Children in Third Grade and Their Teachers
10-minutes Project: Experimental Evaluation of the 10-minute Program to Foster Socioemotional Competence of Children in Third Grade and Their Teachers
1 other identifier
interventional
750
0 countries
N/A
Brief Summary
The 10-minutes project is an experimental study to assess the impact of a SEL program for children in 3th and 4th grade and their teachers called 10-minutes. The program is a curriculum that provides 10-minute activities (thus the name) for children to be implemented by the teachers daily throughout the school year. The activities do not require prior knowledge of teachers on SEL development, nor planning or material preparation. The 10-minute project is a quantitative study developed to evaluate whether the 10-minute curriculum and an expanded version with professional development activities for teachers or counselors, 10-minute plus, at third grade would improve students and teachers' socioemotional competence. The randomized control trail involves 30 schools in Chile, matched on socioeconomic measures, size, and urban/rural conditions, assigned randomly to 1 of 3 conditions. Ten schools will receive 10-minutes only, the SEL curriculum taught by teachers or school counselors, during the 2024 and 2025 school years. Ten schools will receive 10-minutes plus during the 2024 school year. Ten schools will serve as "delayed program" control, which will have the opportunity to receive the program (10-minutes plus) after the final follow-up. To examine the possibility of fade-out of the effects of the SEL intervention on students, the first experimental condition (10-minutes only) will be randomly divided into two groups, one will receive the intervention for one year only, whereas the second one will receive the intervention for two consecutive years. It is expected the program will yield positive effects on the experimental groups (both students and teachers), and effects are expected to be greater in the group offered the 10-minutes plus intervention which entails both a curriculum for children and professional development for teachers, than the effects in the group offered the 10-minutes curriculum exclusively. If the program proves to be effective, then cost-benefit analyses will follow to assess the efficiency of the program. The estimated benefits of the program are expected to be lower than the costs.
Trial Health
Trial Health Score
Automated assessment based on enrollment pace, timeline, and geographic reach
participants targeted
Target at P75+ for not_applicable
Started Jul 2024
Typical duration for not_applicable
Health score is calculated from publicly available data and should be used for screening purposes only.
Trial Relationships
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Study Timeline
Key milestones and dates
First Submitted
Initial submission to the registry
July 17, 2024
CompletedStudy Start
First participant enrolled
July 22, 2024
CompletedFirst Posted
Study publicly available on registry
July 23, 2024
CompletedPrimary Completion
Last participant's last visit for primary outcome
December 20, 2026
ExpectedStudy Completion
Last participant's last visit for all outcomes
December 20, 2026
July 23, 2024
July 1, 2024
2.4 years
July 17, 2024
July 17, 2024
Conditions
Outcome Measures
Primary Outcomes (6)
Learning characteristics, leadership, motivation, communication, and planning skills.
The Scales for Rating the Behavioral Characteristics of Superior Students developed by Renzulli et al. (2002) will be used. This scale has 14 subscales. Only 5 will be used: leadership, learning characteristics, motivation, communication, and planning skills. The other scales refer to learning behavior in specific disciplines (such as arts, music, science, etc.) and that is why they will not be used. The items of these scales will be responded by parents.
Months 1, 5 and 12
Self-control
will be assessed using the Impulsivity Scale for Children (ISC). This is an 8-item survey responded by children that assesses the inability to regulate behavior, attention, and emotions in specific goals (Tsukayama, Duckworth \& Kim, 2013).
Months 1, 5 and 12
Grit
The 10-item likert scale that measures perseverance, the Oviedo Grit Scale (OGS; Postigo, Cuesta, García-Cueto et al., 2021) will be used. The scale has been adapted to Chile (reliability = 0.92; Postigo, Barria, Cuesta, Garcia-Cueto, 2023).
Months 1, 5 and 12
Mindset
Whether children view intelligence as a fixed trait rather than a trait that can be improved will be assessed using a 3-item scale developed by Dweck, Chiu and Hong (1995), widely used in Chile with an internal consistency of 0.86 (Claro, Paunesku \& Dweck, 2016).
Months 1, 5 and 12
Pro-social attitude
will be assessed using the 18-item Empathy Questionnaire for Children and Adolescents (EmQue-CA) developed by Overgaauw, and colleagues (2017).
Months 1, 5 and 12
Behavioral difficulties
will be assessed using the 20-item parental or teacher survey Strengths and Difficulties Questionnaire (SDQ) developed by Goodman (1997). The version for children was validated in Chile by Gaete et al. (2018) with internal consistency fluctuating between .76 and .85.
Months 1, 5 and 12
Study Arms (3)
10 minutes only
EXPERIMENTALGroup will only receive a socioemotional development material for teachers to implement with their students
10 minutes plus
EXPERIMENTALGroup will receive socioemotioanl devleopment material for teachers to implement with their students plus professional development for teachers
Delayed
OTHERWhile intervention in arms 1 and 2, this arm will not receive internvention. It will receive the 10 minutes plus, once the other two arms have their second year follow up measure.
Interventions
The curriculum component offers 10-minute daily doses of activities targeting the development of eight socioemotional competences in children: (i) emotional knowledge and management, (ii) developing a healthy identity, (iii) establishing and maintaining positive relationships, (iv) feeling and showing empathy, (v) establishing and reaching goals, (vi) responsible decision-making, (vii) contributing to the community and (viii) developing spirituality. The activities do not require the teacher to plan or to prepare material for the students.
The professional development (PD) component is a 1-hour dose of activities targeting each of the eight SECs on which the curriculum focuses. The focus of PD is not to teach about SEC development in children but to develop SEC in teachers. Thus, this is an 8-hour PD program distributed throughout the academic year.
Eligibility Criteria
Contact the study team to confirm eligibility.
Sponsors & Collaborators
Related Publications (1)
Hanisch-Cerda B, Benitez-Yavar D. Enhancing socioemotional competencies: protocol for a three-arm cluster randomized controlled trial of a daily program for third graders and educators. Trials. 2025 Dec 24;26(1):580. doi: 10.1186/s13063-025-09183-0.
PMID: 41444899DERIVED
MeSH Terms
Conditions
Condition Hierarchy (Ancestors)
Study Officials
- PRINCIPAL INVESTIGATOR
Barbara Hanisch-Cerda, PhD
Universidad de los Andes, Chile
Central Study Contacts
Study Design
- Study Type
- interventional
- Phase
- not applicable
- Allocation
- RANDOMIZED
- Masking
- SINGLE
- Who Masked
- PARTICIPANT
- Purpose
- TREATMENT
- Intervention Model
- PARALLEL
- Sponsor Type
- OTHER
- Responsible Party
- PRINCIPAL INVESTIGATOR
- PI Title
- PhD
Study Record Dates
First Submitted
July 17, 2024
First Posted
July 23, 2024
Study Start
July 22, 2024
Primary Completion (Estimated)
December 20, 2026
Study Completion (Estimated)
December 20, 2026
Last Updated
July 23, 2024
Record last verified: 2024-07
Data Sharing
- IPD Sharing
- Will not share