Who Are You (WAY) Online Social and Emotional Learning Program for Adolescents (WAY)
A Randomized Controlled Trial of a Digital Social and Emotional Learning Program for Adolescents: Effects on Social-Emotional Functioning and Academic Achievement
This study evaluated the Who Are You (WAY) program, a 10-week online social and emotional learning program designed for adolescents. The program aims to help young people better understand and manage emotions, regulate their behavior, stay motivated in learning, cope with stress, and develop goal-directed skills.
A total of 120 adolescents took part in the study, including 60 middle-school students and 60 high-school students. Within each educational group, participants were randomly assigned either to the WAY program or to a waitlist group that continued with their usual education. The WAY program combined weekly one-to-one online sessions with structured independent learning activities.
Participants completed assessments before and after the 10-week period. The main outcomes were self-regulation, emotional intelligence, academic motivation, and perceived stress. Academic achievement was also assessed as a secondary educational outcome.
The study tested the hypothesis that adolescents assigned to the WAY program would show greater improvement in social-emotional functioning than adolescents assigned to the waitlist condition.
調査の概要
詳細な説明
This was a two-arm, parallel-group, assessor-blinded, waitlist-controlled randomized trial conducted with two developmentally distinct educational cohorts in Türkiye. Middle-school and high-school participants were randomized separately within cohort in a 1:1 ratio to either the WAY intervention or a waitlist control condition.
WAY was a manualized, digitally supported social and emotional learning intervention delivered over 10 consecutive weeks. Each weekly module included an individual synchronous online session supplemented by structured asynchronous activities. The program addressed self-awareness, emotional understanding and regulation, academic motivation, goal setting, planning, self-monitoring, stress management, adaptive coping, empathy, communication, and maintenance of acquired skills.
Participants in the waitlist condition continued their usual education during the evaluation period and were offered access to the WAY program after completion of post-intervention assessments.
Baseline assessments were completed before randomization, and post-intervention assessments were administered within one week after completion of the intervention period. The four prespecified primary outcome domains were self-regulation, trait emotional intelligence, academic motivation, and perceived stress. Academic achievement was prespecified as a secondary educational outcome. Outcomes were evaluated separately within the middle-school and high-school cohorts.
The trial was completed before registration on ClinicalTrials.gov and is therefore being registered retrospectively.
研究の種類
入学 (実際)
段階
- 適用できない
連絡先と場所
研究場所
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Elâzığ、トルコ（Türkiye）、23119
- Fırat University
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参加基準
適格基準
就学可能な年齢
- 子
- 大人
健康ボランティアの受け入れ
説明
Inclusion Criteria:
- Enrollment in Grades 5-12.
- Sufficient proficiency in Turkish to understand the program content and complete the study measures.
- Reliable internet access and access to an appropriate digital device for participation in the online program.
- Ability to engage with the program and complete the study measures independently, with reasonable support where required.
- Written informed consent from a parent or legal guardian and written assent from the adolescent.
Exclusion Criteria:
- Concurrent participation in another structured social and emotional learning program.
- A cognitive, sensory, linguistic, or functional difficulty that prevented meaningful participation or independent completion of the study measures despite reasonable accommodations.
- An acute psychological crisis or serious risk requiring immediate professional assessment or clinical support.
- Failure to complete the baseline assessment or withdrawal before randomization.
研究計画
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：他の
- 割り当て：ランダム化
- 介入モデル：並列代入
- マスキング：独身
武器と介入
参加者グループ / アーム |
介入・治療 |
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実験的：WAY Intervention
Participants assigned to this arm received the 10-week Who Are You (WAY) social and emotional learning program in addition to their usual education.
The program included one individual synchronous online session per week, followed by structured asynchronous learning activities.
Each weekly module comprised approximately 30 minutes of synchronous instruction and 15-20 minutes of asynchronous activities.
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WAY is a manualized, digitally supported social and emotional learning program designed for adolescents.
It was delivered individually over 10 consecutive weeks.
Each weekly module combined a synchronous online session with structured asynchronous activities.
The program addressed self-awareness, emotional understanding and regulation, academic motivation, goal setting, planning, self-monitoring, stress management, adaptive coping, empathy, communication, collaborative problem solving, and maintenance of acquired skills.
Sessions used guided discussion, reflective questioning, experiential activities, structured exercises, individualized reflection, and goal setting.
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介入なし：Waitlist Control
Participants assigned to this arm continued their usual school education and did not receive WAY sessions, facilitator contact, or intervention materials during the 10-week evaluation period.
They were offered access to the WAY program after completion of the post-intervention assessment.
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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Change From Baseline in Perceived Self-Regulation Scale Score
時間枠：Baseline and post-intervention, within 1 week after completion of the 10-week program
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Self-regulation in the middle-school cohort was assessed using the 16-item Perceived Self-Regulation Scale.
Items are rated on a 5-point Likert-type scale.
Total scores are calculated by summing item responses, with higher scores indicating greater perceived self-regulatory capacity.
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Baseline and post-intervention, within 1 week after completion of the 10-week program
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Change From Baseline in Self-Regulation Scale for Adolescents Score
時間枠：Baseline and post-intervention, within 1 week after completion of the 10-week program
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Self-regulation in the high-school cohort was assessed using the 11-item Self-Regulation Scale for Adolescents.
The scale assesses goal setting, planning, monitoring, emotional awareness, and behavioral control using a 5-point response format.
Higher total scores indicate greater self-regulatory competence.
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Baseline and post-intervention, within 1 week after completion of the 10-week program
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Change From Baseline in Trait Emotional Intelligence Questionnaire-Adolescent Short Form Score
時間枠：Baseline and post-intervention, within 1 week after completion of the 10-week program
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Trait emotional intelligence was assessed in both cohorts using the 15-item Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQue-ASF).
Items are rated on a 7-point scale.
Negatively worded items are reverse scored, and higher total scores indicate greater perceived emotional competence.
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Baseline and post-intervention, within 1 week after completion of the 10-week program
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Change From Baseline in Academic Motivation Scale Score in Middle-School Studen
時間枠：Baseline and post-intervention, within 1 week after completion of the 10-week program
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Academic motivation in the middle-school cohort was assessed using the 28-item Turkish adaptation of the Academic Motivation Scale.
Items are rated on a 7-point scale.
Total scores are calculated after appropriate reverse scoring, with higher scores indicating stronger academic motivation.
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Baseline and post-intervention, within 1 week after completion of the 10-week program
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Change From Baseline in Academic Motivation Scale Score in High-School Students
時間枠：Baseline and post-intervention, within 1 week after completion of the 10-week program
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Academic motivation in the high-school cohort was assessed using the 22-item Turkish Academic Motivation Scale.
Items assess intrinsic motivation, extrinsic motivation, and amotivation and are rated on a 7-point scale.
Higher total scores indicate stronger academic motivation after appropriate reverse scoring.
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Baseline and post-intervention, within 1 week after completion of the 10-week program
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Change From Baseline in Perceived Stress Scale for Children Score
時間枠：Baseline and post-intervention, within 1 week after completion of the 10-week program
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Perceived stress in the middle-school cohort was assessed using the 9-item Perceived Stress Scale for Children.
Items are rated on a 4-point frequency scale.
Total scores are calculated by summing item responses, with higher scores indicating greater perceived stress.
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Baseline and post-intervention, within 1 week after completion of the 10-week program
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Change From Baseline in Perceived Stress Scale
時間枠：Baseline and post-intervention, within 1 week after completion of the 10-week program
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Perceived stress in the high-school cohort was assessed using the 10-item Perceived Stress Scale (PSS-10).
Items are rated from 0 (Never) to 4 (Very often).
Positively worded items are reverse scored before calculating the total score, with higher scores indicating greater perceived stress.
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Baseline and post-intervention, within 1 week after completion of the 10-week program
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二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Change From Baseline in Middle School Academic Achievement Test Score
時間枠：Baseline and post-intervention, within 1 week after completion of the 10-week program
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Academic achievement in the middle-school cohort was assessed using the 75-item Middle School Academic Achievement Test (MS-AAT), covering Turkish language, social studies, mathematics, and science.
Items are scored 1 for a correct response and 0 for an incorrect or omitted response, with higher total scores indicating greater academic achievement.
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Baseline and post-intervention, within 1 week after completion of the 10-week program
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Change From Baseline in High School Academic Achievement Test Score
時間枠：Baseline and post-intervention, within 1 week after completion of the 10-week program
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Academic achievement in the high-school cohort was assessed using the 80-item High School Academic Achievement Test (HS-AAT), covering curriculum-based academic domains.
Items are scored 1 for a correct response and 0 for an incorrect or omitted response, with higher total scores indicating greater academic achievement.
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Baseline and post-intervention, within 1 week after completion of the 10-week program
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協力者と研究者
スポンサー
研究記録日
主要日程の研究
研究開始 (実際)
一次修了 (実際)
研究の完了 (実際)
試験登録日
最初に提出
QC基準を満たした最初の提出物
最初の投稿 (実際)
学習記録の更新
投稿された最後の更新 (実際)
QC基準を満たした最後の更新が送信されました
最終確認日
詳しくは
本研究に関する用語
その他の研究ID番号
- WAY-RCT-01
個々の参加者データ (IPD) の計画
個々の参加者データ (IPD) を共有する予定はありますか?
IPD プランの説明
IPD 共有時間枠
IPD 共有アクセス基準
IPD 共有サポート情報タイプ
- STUDY_PROTOCOL
- SAP
- ANALYTIC_CODE
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