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In Favor of My Resilient Self- Effects of an Academic Course on the Emotional Resilience of Students.

2021年6月29日 更新者：Tel Hai College

In Favor of My Resilient Self- Effects of an Academic Course on the Emotional Resilience of Students, While Comparing Sciences and Social Studies Faculties.

The course " In Favor of My Resilient Self" will guide participants to develop their strength sources, as well as practice self-calming and self-controlling exercises.

The main goals of the course are to:

  1. Measure the effects on the emotional resilience and confidence of participants.
  2. Assess differences in the course's affect on students from the faculty of sciences compared with students from the faculty of social studies.
  3. Understand the mechanisms of the effects.

Results will be measured using the study questionnaire, to be filled out by the participants before, after, and three months after the completion of the course.

研究概览

地位

招聘中

条件

干预/治疗

详细说明

The online Bachelor's degree course " In Favor of My Resilient Self" provides updated information regarding the term 'emotional resilience' and its mediating factors. Through weekly lessons and assignments, it will guide participants to developing an internal perspective on their strength sources, as well as practice self-calming and self-controlling exercises.

The main goals of the course are to:

  1. Measure the effects on the emotional resilience and confidence of participants.
  2. Assess differences in the course's affect on students from the faculty of sciences compared with students from the faculty of social studies.
  3. Understand the mechanisms of the effects.

Results will be measured using the study questionnaire, to be filled out by the participants before, after, and three months after the completion of the course. The questionnaire will include validated questionnaires with good psychometric qualities. The study protocol was approved by Tel Hai College institutional review board. All participants, in the intervention (course participants) and in the control group (students of both faculties that didn't attend the course), received information about the program and the study and were asked to provide informed consent.

研究类型

介入性

注册 (预期的)

322

阶段

  • 不适用

联系人和位置

本节提供了进行研究的人员的详细联系信息，以及有关进行该研究的地点的信息。

学习联系方式

学习地点

  • 以色列
    • North Of Israel
      • Kiryat Shmona、North Of Israel、以色列、1220800
        • 招聘中
        • Tel Hai Academic College
        • 接触：
          • Maya Mouallem, B.Sc

参与标准

研究人员寻找符合特定描述的人，称为资格标准。这些标准的一些例子是一个人的一般健康状况或先前的治疗。

资格标准

适合学习的年龄

  • 孩子
  • 成人
  • 年长者

接受健康志愿者

是的

有资格学习的性别

全部

描述

Inclusion Criteria:

  • Students at Tel Hai College that are interested in participating in the study, and provided informed consent.

Exclusion Criteria:

  • Students that did not provide informed consent to participate in the study.

学习计划

本节提供研究计划的详细信息，包括研究的设计方式和研究的衡量标准。

研究是如何设计的？

设计细节

  • 主要用途：预防
  • 分配：非随机化
  • 介入模型：并行分配
  • 屏蔽：无（打开标签）

武器和干预

参与者组/臂
干预/治疗
实验性的：Course participants
Students that enroll in the Resilience-based course during their Bachelor of science or Bachelor of social studies.
行为的："In Favor of My Resilient Self" Academic course
Assessing the effect of an academic course on student's emotional resilience.
无干预：Control group- no intervention
Students in their Bachelor of science or Bachelor of social studies that did not attend the course, but agreed to fill out the study questionnaires.

研究衡量的是什么？

主要结果指标

结果测量
措施说明
大体时间
Change from Baseline in The Connor-Davidson Resilience Scale (CD-RISC)
大体时间：Measured three times over six months: at baseline, after the course ends, and three months after the completion of the course, measuring a change in scores

The CD-RISC is based on Connor and Davidson's operational definition of resilience, which is the ability to "thrive in the face of adversity." The scale includes 25 items, from 5 sub-scales:

  1. Personal competence, high standards, and tenacity
  2. Trust in one's instincts, tolerance of negative affect, and strengthening effects of stress
  3. Positive acceptance of change and secure relationships
  4. Control
  5. Spiritual influences Scoring: Scoring of the scale is based on summing the total of all items, each of which is scored from 0-4. For the CD-RISC-25, the full range is therefore from 0 to 100, with higher scores reflecting greater resilience. (Connor KM, Davidson JRT. Depression and Anxiety 2003; 18: 71-82).
Measured three times over six months: at baseline, after the course ends, and three months after the completion of the course, measuring a change in scores

次要结果测量

结果测量
措施说明
大体时间
Change from Baseline in Sociocultural Attitudes Towards Appearance Questionnaire-4 (SATAQ-4R)
大体时间：Measured three times over six months: at baseline, after the course ends, and three months after the completion of the course, measuring a change in scores
The Sociocultural Attitudes Toward Appearance Questionnaire-4 (SATAQ-4) is a measure of internalization of appearance ideals (i.e., personal acceptance of societal ideals) and appearance pressures (i.e., pressures to achieve the societal ideal). We included 22 items from the subscales: (1) Internalization: Thin/Low Body Fat, (2) Internalization: Muscular, (3) Internalization: General Attractiveness, (4) Pressures: Media, (5) Pressures: Peers, and (6) Pressures: Significant Others. (Schaefer et al, 2017)
Measured three times over six months: at baseline, after the course ends, and three months after the completion of the course, measuring a change in scores
Change from Baseline in Rosenberg Self-Esteem Scale (RSE)
大体时间：Measured three times over six months: at baseline, after the course ends, and three months after the completion of the course, measuring a change in scores
Rosenberg Self Esteem Scale (Rosenberg, 1965)- 10 items. Scoring involves a method of combined ratings. Low self-esteem responses are "disagree" or "strongly disagree" on items 1, 3, 4, 7, 10, and "strongly agree" or "agree" on items 2, 5, 6, 8, 9.
Measured three times over six months: at baseline, after the course ends, and three months after the completion of the course, measuring a change in scores
Change from Baseline in Depression, Anxiety and Stress Scale (DASS-21)
大体时间：Measured three times over six months: at baseline, after the course ends, and three months after the completion of the course, measuring a change in scores
Depression, Anxiety and Stress Scale - 21 Items (DASS-21) The Depression, Anxiety and Stress Scale - 21 Items (DASS-21) is a set of three self-report scales designed to measure the emotional states of depression, anxiety and stress. Each of the three DASS-21 scales contains 7 items, divided into subscales with similar content. The depression scale assesses dysphoria, hopelessness, devaluation of life, self-deprecation, lack of interest / involvement, anhedonia and inertia. The anxiety scale assesses autonomic arousal, skeletal muscle effects, situational anxiety, and subjective experience of anxious affect. The stress scale is sensitive to levels of chronic nonspecific arousal. It assesses difficulty relaxing, nervous arousal, and being easily upset / agitated, irritable / over-reactive and impatient. Scores for depression, anxiety and stress are calculated by summing the scores for the relevant items.
Measured three times over six months: at baseline, after the course ends, and three months after the completion of the course, measuring a change in scores
Change from Baseline in Body Esteem Scale (BES)
大体时间：Measured three times over six months: at baseline, after the course ends, and three months after the completion of the course, measuring a change in scores
Body Esteem Scale- This questionnaire examines self-esteem of body and physical appearance and consists of 3 subscales: appearance (10 items), weight (8 items) and attribution 187 to others (5 items). Items are rated on a 5-point scale: (1) never, (2) rarely, (3) sometimes, (4) 188 often, and (5) always. A higher score indicates higher body-esteem (Mendelson, Mendelson, & White, 2001)
Measured three times over six months: at baseline, after the course ends, and three months after the completion of the course, measuring a change in scores
Change from Baseline in The Eating Attitudes Test (EAT-26)
大体时间：Measured three times over six months: at baseline, after the course ends, and three months after the completion of the course, measuring a change in scores
Eating Attitudes Test- 26 items The Eating Attitudes validated scale for children and adolescents (Maloney, McGuire, & Daniels, 1988)
Measured three times over six months: at baseline, after the course ends, and three months after the completion of the course, measuring a change in scores

合作者和调查者

在这里您可以找到参与这项研究的人员和组织。

赞助

Tel Hai College

研究记录日期

这些日期跟踪向 ClinicalTrials.gov 提交研究记录和摘要结果的进度。研究记录和报告的结果由国家医学图书馆 (NLM) 审查，以确保它们在发布到公共网站之前符合特定的质量控制标准。

研究主要日期

学习开始 (实际的)

2019年8月3日

初级完成 (预期的)

2021年10月1日

研究完成 (预期的)

2021年12月1日

研究注册日期

首次提交

2019年10月15日

首先提交符合 QC 标准的

2019年10月15日

首次发布 (实际的)

2019年10月17日

研究记录更新

最后更新发布 (实际的)

2021年6月30日

上次提交的符合 QC 标准的更新

2021年6月29日

最后验证

2021年6月1日

更多信息

与本研究相关的术语

关键字

其他研究编号

  • Tel Hai

计划个人参与者数据 (IPD)

计划共享个人参与者数据 (IPD)？

不

药物和器械信息、研究文件

研究美国 FDA 监管的药品

不

研究美国 FDA 监管的设备产品

不

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