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.
The for schools, classes, and students are as follows.
Primary School: To reduce the confounding effect of academic achievements on student behavior, only public schools in the middle band (i.e., the middle 33% of academic ratings) in Hong Kong will be included in the sampling. Single-sex schools will be excluded in consideration of the sampling diversity. Furthermore, schools implementing other manualized anti-bullying programs will not be included.
Classes: The inclusion criteria are classes from Grade 4 and 6 (ages 9-13 years old). This research specifically targets classes in Grades 4 and 6 for several reasons. First, studying the integration of adaptive and maladaptive functions of problematic behaviors during this sensitive period may have a greater impact on young adolescents (Ellis et al., 2011). Secondly, a meta-analysis conducted by Yeager et al. (2015) reveals that the effectiveness of anti-bullying interventions declines significantly after Grade 7. Hence, the trial focuses on classes in Grades 4-6.
Students: Inclusion criteria for students specify that they must be enrolled in the class and regularly attend its lessons.
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The University of Hong Kong
Lead sponsor
The Hong Kong Jockey Club Charities Trust
Collaborator