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SCIENCE DES ÉMOTIONS : Evaluation of a Psychosocial Skills Development Program for Middle School Students

29 giugno 2026 aggiornato da: Marianne Habib, University Paris 8 Vincennes Saint Denis

Evaluation of the Impact of "Science Des Emotions", a Psychosocial Skills Development Program for Middle-School Students

The goal of this Quasi-experimental cluster randomized trial is:

  • 1a. Primary purpose: to determine the feasibility of the "Science des Emotions" curriculum through a participatory and translational research methodology, involving educators in evaluating programme fidelity, acceptability, perceived usefulness, and overall experience through quantitative and qualitative measures.
  • 1b. Primary purpose: to assess the feasibility of the "Science des Emotions" curriculum from students' perspectives, including feasibility, acceptability, perceived usefulness, and overall experience, using quantitative and qualitative measures.
  • 1c. Primary purpose: to determine whether the "Science des Emotions" curriculum improves psychosocial skills, emotional awareness, and adaptive emotion regulation strategies among 6th- and 7th-grade students.
  • 2a. Secondary purpose: to determine whether the programme affects peer relationships, perceived closeness with classmates, and problematic behaviours among students.
  • 2b. Secondary purpose: to determine whether the programme improves classroom climate reported by educators.
  • 2c. Secondary purpose: to determine whether the programme improves educators' psychosocial skills and emotional awareness.
  • 2d. Secondary purpose: to examine whether improvements in emotional awareness mediate the effect of the programme on educators' psychosocial skills.
  • 2e. Secondary purpose: to examine whether improvements in emotional awareness and adaptive emotion regulation mediate the effect of the programme on students' psychosocial skills.
  • 2f. Secondary purpose: to explore moderating factors of programme effectiveness, including students' behavioural difficulties and socio-economic background.
  • 2g. Secondary purpose: to evaluate programme implementation through session-level assessments of clarity, feasibility, satisfaction, and visual materials completed by educators after each session. Changes in knowledge related to emotions and emotion regulation will also be assessed among students and educators.

This analysis will support recommendations for large-scale implementation and public policy.

Participants

Educators and educational staff delivering the programme (n = 100) Students aged 10-13 participating in the programme (n = 2400)

Measures

Primary objectives

  • Students (both arms) will complete psychosocial skills, emotion regulation, and emotional awareness measures at pre-test (t0), post-test (t1), and 5-month follow-up (t2).
  • Students in the intervention arm will complete a post-programme questionnaire assessing satisfaction, perceived usefulness, and acceptability, and may participate in a semi-structured interview assessing feasibility, usefulness, and overall experience.
  • Educators in the intervention arm will complete a post-programme questionnaire assessing implementation fidelity and perceived usefulness, and may participate in a semi-structured interview assessing acceptability, usefulness, and overall experience.

Secondary objectives

  • Students (both arms) will complete peer relationship, perceived closeness, problematic behaviour, and socio-demographic measures.
  • Educators (both arms) will complete classroom climate, psychosocial skills, emotional awareness, and knowledge questionnaires at t0, t1, and t2. Schools will also provide absenteeism and behavioural data.
  • Students (both arms) will complete an ad hoc knowledge questionnaire at t0, t1, and t2.
  • Educators in the intervention arm will complete session-level feasibility, clarity, and satisfaction measures after each session.

Panoramica dello studio

Stato

Attivo, non reclutante

Condizioni

Intervento / Trattamento

Descrizione dettagliata

The "Science des Emotions" project is a school-based research initiative implemented in collaboration with middle schools across the Créteil district (suburb east of Paris, France), including 23 schools, of which 9 are REP/REP+ and 3 are located in QPV areas (French priority education areas identified based on socio-economic criteria). The main objective of this project is to enhance adolescents' psychosocial skills by developing a novel psychosocial learning program that can be integrated into regular school activities by teachers themselves. The program is designed to improve students' psychosocial skills by incorporating structured lessons on emotional awareness and emotion regulation into the school curriculum. The program is based on the Psychosocial Competencies (CPS) framework defined by Santé Publique France and focuses specifically on fostering emotional awareness and self-regulation, key protective factors for short- and long-term well-being and mental health, but also academic success and socio-professional integration A pilot randomized controlled trial has been designed to test the feasibility, acceptability, and effectiveness of the "Science des Emotions" program. Schools will be randomized into two arms: the intervention arm (n=12) will implement the program during regular school hours, while the control arm (n=12) will continue their usual "vie de classe" activities (such as group discussions, reflection on classroom rules, conflict resolution, and collective problem-solving).

Tipo di studio

Interventistico

Iscrizione (Effettivo)

2500

Fase

  • Non applicabile

Contatti e Sedi

Questa sezione fornisce i recapiti di coloro che conducono lo studio e informazioni su dove viene condotto lo studio.

Luoghi di studio

  • Francia
      • Nanterre, Francia, 92001
        • Laboratoire Dysco

Criteri di partecipazione

I ricercatori cercano persone che corrispondano a una certa descrizione, chiamata criteri di ammissibilità. Alcuni esempi di questi criteri sono le condizioni generali di salute di una persona o trattamenti precedenti.

Criteri di ammissibilità

Età idonea allo studio

  • Bambino
  • Adulto
  • Adulto più anziano

Accetta volontari sani

Sì

Descrizione

Inclusion Criteria:

Youth participants must meet all of the following criteria:

  • Be enrolled in 6th or 7th grade in a school within the Créteil or Paris Districts
  • Have parental authorization
  • Provide written informed consent, as appropriate
  • Be able to speak and understand French

Staff participants must meet all of the following criteria:

  • Be part of the educational staff in a school within the Créteil or Paris Districts
  • Provide written informed consent

Exclusion Criteria:

Youth participants:

  • Students with diagnosed severe neurodevelopmental or psychiatric disorders preventing participation in mainstream classroom activities
  • SEGPA students (specialized adapted general and vocational education sections)
  • Allophone students (recent non-French-speaking arrivals)
  • Deaf students

No student is excluded from participating in the "Science des Emotions program itself, nor from completing the questionnaires (unless parental authorization is missing). The exclusions apply only to data analysis, in order to avoid any form of stigmatization or perception of exclusion.

Staff participants : none

Piano di studio

Questa sezione fornisce i dettagli del piano di studio, compreso il modo in cui lo studio è progettato e ciò che lo studio sta misurando.

Come è strutturato lo studio?

Dettagli di progettazione

  • Scopo principale: Altro
  • Assegnazione: Randomizzato
  • Modello interventistico: Assegnazione parallela
  • Mascheramento: Nessuno (etichetta aperta)

Armi e interventi

Gruppo di partecipanti / Arm
Intervento / Trattamento
Sperimentale: "Science des Emotions" Program Group
Participants in this arm receive the "Science des Émotions" socio-emotional learning curriculum during the study period.
Comportamentale: Socio-emotional curriculum - Science des Emotions
The "Science des Émotions" program is a structured socio-emotional learning curriculum delivered through 8 sessions integrated into the "vie de classe" period.
Nessun intervento: Control Group

No Intervention: usual "vie de classe" activities, Waitlist Control Participants in this arm follow the standard curriculum with no additional activities during the study period.

They will receive the "Science des Émotions" program the following academic year (waitlist-control design).

In some schools, optional, on-demand sessions may be provided for staff at the end of the school year, focusing on adolescent development. These sessions are not part of the intervention tested.

Cosa sta misurando lo studio?

Misure di risultato primarie

Misura del risultato
Misura Descrizione
Lasso di tempo
Educators' Implementation Fidelity and Perceived Usefulness Assessed by a Study-Specific Questionnaire
Lasso di tempo: Immediately post-intervention (approximately 8 months after baseline).
Implementation fidelity and perceived usefulness will be assessed using a study-specific questionnaire completed by educators in the intervention arm.
Immediately post-intervention (approximately 8 months after baseline).
Educators' Acceptability, Perceived Usefulness, and Overall Experience Assessed by Semi-Structured Interviews
Lasso di tempo: Immediately post-intervention (approximately 8 months after baseline).
Semi-structured interviews will be conducted with educators in the intervention arm at the end of program implementation to assess acceptability, perceived usefulness, and overall experience of the intervention.
Immediately post-intervention (approximately 8 months after baseline).
Students' Satisfaction, Perceived Usefulness, and Acceptability Assessed by a Study-Specific Questionnaire
Lasso di tempo: Immediately post-intervention (approximately 8 months after baseline).
Implementation satisfaction, perceived usefulness and acceptability will be assessed using a study-specific questionnaire completed by students in the intervention arm.
Immediately post-intervention (approximately 8 months after baseline).
Students' Faisability, Perceived Usefulness, and Overall Experience Assessed via Semi-Structured Interviews
Lasso di tempo: Immediately post-intervention (approximately 8 months after baseline).
Semi-structured interviews will be conducted with students in the intervention arm at the end of program implementation to assess acceptability, perceived usefulness, and overall experience of the intervention.
Immediately post-intervention (approximately 8 months after baseline).
Student Psychosocial skills Assessed by the Psychosocial skills scale
Lasso di tempo: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
The Psychosocial skills scale is a 17-item self-report questionnaire assessing psychosocial skills. For each item, students indicate how frequently the described situation applies to them using a 5-point Likert scale ranging from 0 ("never") to 4 ("always"). Mean scores are calculated for four dimensions: emotional competence, cognitive competence, social competence, and assertiveness. Higher scores indicate greater psychosocial skills.
Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
Students' Emotion Regulation Assessed by the Contextualized Emotion Regulation Survey for Adolescents (CERSA)
Lasso di tempo: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
Situation 2 of the Contextualized Emotion Regulation Survey for Adolescents (CERSA) will assess emotion regulation in a hypothetical situation t (i.e., preparing an important oral presentation in class and feeling that they have forgotten what they had prepared just before presenting). Responses are rated on a 7-point Likert scale ranging from 1 ("not at all like this") to 7 ("entirely like this"). Higher scores indicate greater emotion regulation in the given context.
Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
Students' Acceptance Assessed by the Cognitive Emotion Regulation Questionnaire (CERQ)
Lasso di tempo: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
Acceptance capacity will be assessed using the Acceptance subscale of the Cognitive Emotion Regulation Questionnaire (CERQ). Items are rated on a 5-point Likert scale ranging from 1 ("almost never") to 5 ("almost always"). Higher scores indicate greater use of emotion regulation and acceptance strategies.
Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
Students' Emotional Awareness Assessed by the Emotion Awareness Questionnaire FR (EAQ)
Lasso di tempo: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
The Emotion Awareness Questionnaire FR (EAQ) is a 30-item self-report questionnaire assessing emotional awareness in students. For each item, participants indicate the extent to which the described feeling or behavior applies to them using a 3-point Likert scale ranging from 1 ("not true") to 3 ("true"), with 2 corresponding to ("sometimes true"). Higher scores indicate greater emotional awareness.
Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)

Misure di risultato secondarie

Misura del risultato
Misura Descrizione
Lasso di tempo
Students' Peer Relationships Assessed by Peer Relationships subscale of the the Psychological Sense of School Membership - FR (PSSM)
Lasso di tempo: Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline).
The Peer Relationships subscale of the French version of the Psychological Sense of School Membership (PSSM) includes 5 items rated on a 3-point Likert scale ranging from 1 ("not true") to 3 ("very true"), with an intermediate option of ("somewhat true"). Higher scores indicate stronger perceived peer relationships.
Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline).
Students' Perceived Closeness with Classmates Assessed by the Inclusion of Other in the Self (IOS) Scale
Lasso di tempo: Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline).
Perceived closeness with peers will be assessed using the Inclusion of Other in the Self (IOS; Aron et al., 1992) scale, a pictorial measure consisting of 7 overlapping circles representing increasing levels of closeness, ranging from 1 (least close) to 7 (most close)
Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline).
Problematic Behaviors in Students Assessed by the Conduct Problems Subscale of the Strengths and Difficulties Questionnaire FR (SDQ)
Lasso di tempo: Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline).
The Conduct Problems subscale of the French version of the Strengths and Difficulties Questionnaire (SDQ) is a 5-item self-report measure assessing behavioral difficulties in students. Items are rated on a 3-point Likert scale ranging from 1 ("not true") to 3 ("certainly true"), with an intermediate response option of ("somewhat true"). Higher scores indicate greater behavioral difficulties and problematic behaviors.
Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline).
Classroom Climate Quality Perceived by Educators Assessed by the Classroom Climate Quality Scale (French Version)
Lasso di tempo: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
Classroom Climate Quality Scale (French Version) is a 25-item self-report questionnaire assessing educators' perceptions of classroom climate quality. Items are rated on a 7-point Likert scale ranging from 1 ("not at all like this") to 7 ("entirely like this"). Higher scores indicate a more positive perceived classroom climate
Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
Educators Psychosocial skills Assessed by the Pyschosocial Skill Scale
Lasso di tempo: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
The Pyschosocial Skill Scale is a 15-item self-report questionnaire assessing psychosocial skills. For each item, educators indicate how frequently the described situation applies to them using a 5-point Likert scale ranging from 0 ("never") to 4 ("always"). Mean scores are calculated for four dimensions: emotional competence, cognitive competence, social competence, and assertiveness. Higher scores indicate greater psychosocial skills.
Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
Emotional Awareness in Educators Assessed by the Emotion Expression and Emotion Perception Subscales of the Trait Emotional Intelligence Questionnaire (TEIQue)
Lasso di tempo: Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
To assess emotional awareness, the Emotion Perception and Emotion Expression subscales of the Trait Emotional Intelligence Questionnaire (TEIQue) will be used. These self-report subscales each include 10 items rated on a 7-point Likert scale ranging from 1 ("completely disagree") to 7 ("completely agree"). Mean scores are calculated for each subscale, with higher scores indicating greater emotional perception and emotional expression abilities.
Baseline, immediately post-intervention (approximately 8 months), and 5 months post-intervention (approximately 13 months from baseline)
Students' Sociodemographic Variables Assessed by a Study-Specific Questionnaire
Lasso di tempo: Baseline
Students in both the intervention and usual programming arms will report sociodemographic information using a study-specific questionnaire. Variables include age, gender, language spoken at home, and parents' occupations.
Baseline
Educators' Sociodemographic Variables Assessed by a Study-Specific Questionnaire
Lasso di tempo: Baseline
Educators in both the intervention and usual programming arms will report sociodemographic and professional information using a study-specific questionnaire. Variables include age, gender, employment status (permanent, contractual, or other), number of years teaching in middle school, and previous training related to socio-emotional skills.
Baseline
Students' Knowledge About Emotions Assessed by a Study-Specific Questionnaire
Lasso di tempo: Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline).
A 10-item study-specific questionnaire will assess students' knowledge related to emotions addressed in the program . The questionnaire is administered in a multiple-choice quiz format with five response options, including one "I don't know" option. Higher scores indicate greater knowledge about emotions.
Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline).
Educators' Knowledge About Emotions Assessed by a Study-Specific Questionnaire
Lasso di tempo: Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline).
A 14-item study-specific questionnaire will assess educators' knowledge related to emotions addressed in the program . The questionnaire is administered in a multiple-choice quiz format with five response options, including one "I don't know" option. Higher scores indicate greater knowledge about emotions.
Baseline, immediately post-intervention (approximately 8 months after baseline), and 5 months post-intervention (approximately 13 months after baseline).
Absenteeism and behavioral incidents
Lasso di tempo: Baseline, immediately post-intervention (approximately 8 months after baseline),
Data are provided by the school in both intervention and usual programming arms at immediate post-test and 5-month follow-up.
Baseline, immediately post-intervention (approximately 8 months after baseline),

Altre misure di risultato

Misura del risultato
Misura Descrizione
Lasso di tempo
Educators' Perceived Clarity, Satisfaction, and Feasibility Assessed by a Study-Specific Questionnaire
Lasso di tempo: Immediately after each intervention session, up to 8 month
A study-specific questionnaire will assess educators' perceptions of session clarity, students' understanding, classroom climate, feasibility within the allotted time (too short, adequate, or too long), and overall satisfaction with each session. Educators in the intervention arm will complete the questionnaire after each session.
Immediately after each intervention session, up to 8 month

Collaboratori e investigatori

Qui è dove troverai le persone e le organizzazioni coinvolte in questo studio.

Sponsor

University Paris 8 Vincennes Saint Denis

Collaboratori

Paris Nanterre University
Observatoire des compétences psychosociales et du Bien-être en contextes Educatifs (OBE)

Investigatori

  • Direttore dello studio: Marianne Habib, Associate Professor, Université Paris 8, DysCo Lab
  • Direttore dello studio: Charlotte Pinabiaux, Professor, Université Paris Nanterre, DysCo Lab
  • Investigatore principale: Sophia Vorontsov, PhD Student, Université Paris 8, DysCo Lab

Pubblicazioni e link utili

La persona responsabile dell'inserimento delle informazioni sullo studio fornisce volontariamente queste pubblicazioni. Questi possono riguardare qualsiasi cosa relativa allo studio.

Pubblicazioni generali

Studiare le date dei record

Queste date tengono traccia dell'avanzamento della registrazione dello studio e dell'invio dei risultati di sintesi a ClinicalTrials.gov. I record degli studi e i risultati riportati vengono esaminati dalla National Library of Medicine (NLM) per assicurarsi che soddisfino specifici standard di controllo della qualità prima di essere pubblicati sul sito Web pubblico.

Studia le date principali

Inizio studio (Effettivo)

1 luglio 2025

Completamento primario (Stimato)

20 dicembre 2026

Completamento dello studio (Stimato)

20 dicembre 2027

Date di iscrizione allo studio

Primo inviato

18 febbraio 2026

Primo inviato che soddisfa i criteri di controllo qualità

29 giugno 2026

Primo Inserito (Effettivo)

7 luglio 2026

Aggiornamenti dei record di studio

Ultimo aggiornamento pubblicato (Effettivo)

7 luglio 2026

Ultimo aggiornamento inviato che soddisfa i criteri QC

29 giugno 2026

Ultimo verificato

1 giugno 2026

Maggiori informazioni

Termini relativi a questo studio

Parole chiave

Altri numeri di identificazione dello studio

  • 2025-12-7

Piano per i dati dei singoli partecipanti (IPD)

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Informazioni su farmaci e dispositivi, documenti di studio

Studia un prodotto farmaceutico regolamentato dalla FDA degli Stati Uniti

No

Studia un dispositivo regolamentato dalla FDA degli Stati Uniti

No

Queste informazioni sono state recuperate direttamente dal sito web clinicaltrials.gov senza alcuna modifica. In caso di richieste di modifica, rimozione o aggiornamento dei dettagli dello studio, contattare register@clinicaltrials.gov. Non appena verrà implementata una modifica su clinicaltrials.gov, questa verrà aggiornata automaticamente anche sul nostro sito web .

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