Utrecht University. Child and Adolescent Studies, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands.
BMC Public Health. 2023 Jul 27;23(1):1440. doi: 10.1186/s12889-023-16362-8.
A positive, prosocial classroom climate is associated with improved social competence and academic achievement, as well as with decreased internalizing problems and antisocial behavior in children. It is expected that motivation to behave prosocially is needed to achieve a prosocial climate in the classroom, and that such motivation can be enhanced through three components of self-determination theory (SDT): competence, relatedness, and autonomy. The goal of this protocol is to describe the design of a study aiming to evaluate the effectiveness of a classroom-based program based on SDT components promoting a prosocial classroom climate.
A cluster randomized controlled trial (RCT) will be conducted to examine the effectiveness of the classroom-based program Meaningful Roles, aiming to improve prosocial classroom climate through increasing children's intrinsic prosocial motivation, stimulated by increasing social autonomy, social competence, and social relatedness. A multi-informant (i.e., children, teachers, and school leaders) and multi-method (i.e., questionnaires and focus groups) approach will be used to assess primary outcomes (i.e., prosocial behavior, intrinsic (prosocial) motivation, social autonomy, social competence, and social relatedness) and secondary outcomes (i.e., school wellbeing, social position, bullying, victimization, and civic skills), as well as moderators (i.e., working elements, child, teacher, school, and program characteristics, and program integrity).
The current study will provide information on the effectiveness of a classroom-based program promoting a prosocial classroom climate. It is of crucial importance that the school environment can provide a positive, prosocial classroom climate in which children feel safe and can achieve optimal social and academic competence and wellbeing.
ClinicalTrials ( NCT05891067 ).
积极的亲社会课堂氛围与提高社交能力和学业成绩有关，同时也能减少儿童内化问题和反社会行为。预计，要在课堂上营造亲社会氛围，需要有亲社会行为的动机，而这种动机可以通过自我决定理论（SDT）的三个组成部分来增强：能力、关联性和自主性。本方案的目标是描述一项研究的设计，该研究旨在评估基于 SDT 成分的课堂计划对促进亲社会课堂氛围的有效性。
将进行一项群组随机对照试验（RCT），以检验基于 SDT 成分的课堂计划“有意义的角色”的有效性，该计划旨在通过提高儿童的内在亲社会动机来改善亲社会课堂氛围，这种动机是通过提高社会自主性、社会能力和社会关联性来激发的。将采用多信息源（即儿童、教师和学校领导）和多方法（即问卷和焦点小组）来评估主要结果（即亲社会行为、内在（亲社会）动机、社会自主性、社会能力和社会关联性）和次要结果（即学校幸福感、社会地位、欺凌、受害和公民技能），以及调节因素（即工作要素、儿童、教师、学校和计划特征以及计划完整性）。
本研究将提供关于促进亲社会课堂氛围的课堂计划有效性的信息。至关重要的是，学校环境能够提供积极的亲社会课堂氛围，使儿童感到安全，并能够实现最佳的社交和学业能力和幸福感。
ClinicalTrials（NCT05891067）。
