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Effectiveness of Motivated Social Motional Learning (MSEL) Program on Bullying Among Hong Kong Primary School Students
Sponsor: The University of Hong Kong
Summary
The present study aimed to test the effectiveness of motivated social-emotional Learning (MSEL) and traditional curriculum-based social-emotional learning (CSEL) in reducing bullying perpetration and victimization among Hong Kong primary school students. The main research questions the cRCT aims to answer are: 1. Does MSEL reduce bullying perpetration and victimization among Hong Kong primary school students? 2. Is MSEL more effective than the traditional CSEL in reducing bullying perpetration and victimization among Hong Kong primary school students? In according with the research questions, the following hypotheses will be tested: H1: MSEL can significantly change primary outcomes and secondary outcomes at posttest and 3-month follow-up. H2: CSEL can significantly change primary outcomes and secondary outcomes at posttest and 3-month follow-up. H3: Compared with the intervention group of CSEL, the MSEL group will experience greater changes in primary and secondary outcomes. Classroom is the randomization unit and the participating classrooms are randomly assigned to each of the three arms-the waitlist control group (WCL, no intervention delivered during the implementation period), the CSEL group (only receiving curriculum-based SEL training), and the MSEL group (participating in CSEL and Class Ambassador). The multi-method (i.e., questionnaires and face-to-face interviews) approach will be used to assess primary outcomes (i.e., school bullying victimization and perpetration, cyberbullying perpetration, defending behaviors) and secondary outcomes (i.e., social-emotional competence, prosocial behaviors, school safety and liking, psychological well-being). Also, the data collection will be conducted in the 2024-2025 academic term at three different time points: the baseline (T0, prior to the beginning of intervention, Sept. 2024), the posttest (T1, the completion of intervention, Dec. 2024) and the follow-up (T2, three months after the completion of intervention, April 2025). The analysis and report of the data start in the fall of 2025.
Official title: Effectiveness of Motivated Social Motional Learning (MSEL) on Bullying Among Hong Kong Primary School Students: a Three-Arm Cluster Randomized Control Trial
Key Details
Gender
All
Age Range
9 Years - 13 Years
Study Type
INTERVENTIONAL
Enrollment
250
Start Date
2024-09-01
Completion Date
2025-09-30
Last Updated
2024-09-27
Healthy Volunteers
Yes
Conditions
Interventions
Motivated Social Emotional Learning
MSEL arm consists of three intervention components: 1) CSEL, 2) the meaningful role tasks, and 3) the Secret Angel activity. First, participants in the MSEL arm will receive the same 6-session SEL as participants in the Curriculum-based Social-Emotional Learning arm. Second, other than the CSEL, the second component is the Class Diploma tasks adopted from the pupil responsibilities intervention developed by Ellies et al. (2016). Participants will be provided with a list of meaningful roles and select the role they are willing to take based on their talents and interests. Each participant will take the role for two weeks, fulfilling the related duties and responsibilities. The third component is the Secret Angel, in which participants will anonymously recognize each other via the appraisal notes on Shout Out for Your Board.
Curriculum-based Social Emotional Learning
In the CSEL arm, 6-session SEL training will be delivered as the experimental component. The primary goal of the SEL training is to reduce traditional bullying and cyberbullying perpetration and victimization by enhancing students' social-emotional competence, which has been examined to be the protective factor for bullying-related behaviors. Each session lasts 40 minutes and is delivered by the headteacher in each class weekly as an after-school workshop. The SEL curriculum is tailored to the social-emotional needs of primary school students, as suggested by CASEL (2013). Also, building on past literature highlighting the lack of SEC as a risk factor linked to bullying behaviors both in the physical and cyber world, specific topics such as self-appreciation (self-awareness), stress management (self-management), respect and acceptance (social awareness), and conflict resolution (relationship skills) incorporated into the curriculum design.
Locations (1)
The Boys and Girls Clubs Association of Hong Kong
Hong Kong, Hong Kong, Hong Kong