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Best Possible Self-Tech for Middle Schoolers
Sponsor: University of Oregon
Summary
The goal of this pilot clinical trial is to learn if a single-session writing exercise (i.e., Best Possible Self-Tech) can improve positive affect and prosocial technology use in a community sample of eighth graders. The main questions it aims to answer are: 1. Can the the Best Possible Self-Tech (BPS-Tech) intervention be feasibly and acceptably delivered in classrooms? 2. What are the associations between textual features of BPS- Tech entries (e.g., length, vividness, positive tone) and post-intervention positive affect? 3. How do participants describe their future prosocial online behavior ("doing good"), engagement with prosocial content ("seeing good") and associated positive emotions ("feeling good") in the BPS-Tech writing exercise? Participants will participate in the BPS-Tech exercise during class time and respond to surveys about their prosocial technology use and positive affect.
Official title: Promoting Positive Affect and Prosocial Technology Use in Middle Schoolers: A Pilot of the Best Possible Self-Tech Exercise
Key Details
Gender
All
Age Range
Any - Any
Study Type
INTERVENTIONAL
Enrollment
80
Start Date
2026-04-27
Completion Date
2026-09-20
Last Updated
2026-04-20
Healthy Volunteers
Yes
Conditions
Interventions
Best Possible Self-Tech
The BPS is a structured writing exercise (i.e., 10 minutes) designed to help individuals imagine the details about their future selves assuming things have gone as well as they possibly could. In the technology-related adaptation, participants are directed to imagine how their best possible self would utilize technology. The goal of the intervention is to increase positive thinking and mindful engagement with technology by helping adolescents envision and articulate optimistic future possibilities for their digital lives.
Locations (1)
University of Oregon
Eugene, Oregon, United States