Outcome measures | Informant | |||
---|---|---|---|---|
Primary outcomes | Child | Teacher | Parent | |
Children | ||||
Psychological problems (conduct disorder, hyperactivity, emotional problems) | Strength and difficulties questionnaire (SDQ) | x | x | |
Socio-emotional skills (prosocial behaviors, peer relations) | Strength and difficulties questionnaire (SDQ) | x | x | |
Socio-emotional skills (prosocial skills)* | Multisource Assessment of Social Competence Scale (MASCS) | x | x | |
Secondary outcomes | ||||
Children | ||||
Emotional understanding of different situations and behaviours | Assessment of Children’s Emotion Skills (ACES) | x | ||
Emotional processing and recognition of facial expressions | The diagnostic analysis of nonverbal accuracy 2 (DANVA2-CF) | x | ||
Altruistic behavior (other regarding preferences) | The Dictator Game | x | ||
Executive functions. Working memory | Adaptation of Block Tapping Test | x | ||
Executive functions: Planning | Adaptation of Tower of London | x | ||
Executive functions: Inhibition | Go/No-Go - task | x | ||
Socio-emotional skills | Measure designed for the intervention study | x | ||
Depressive symptoms | Children’s Depression Inventory (CDI) | x | ||
Academic (cognitive) skills | Reading, writing and mathematics | x | ||
Class socio-emotional skills | Specific questions created for this study | x | ||
Teachers | ||||
Stress and work engagement | Single item stress index | x | ||
Bergen Burnout Inventory | x | |||
Utrecht Work Engagement Scale (UWES) | x | |||
Self-efficacy | Teachers’ Sense of Efficacy Scale | x | ||
Perceived Collective Teacher Efficacy | x | |||
Teacher SEL Beliefs Scale | x | |||
School environment and leadership | Revised- School Level Environment Questionnaire (R-SLEQ) | x | ||
Measure designed for the intervention study | x | |||
Global Transformational leadership scale (GTL) | x | |||
Teachers and parents | ||||
Socio-emotional skills | Emotional Self-Efficacy Scale (ESES) | x | x | |
Teaching style and parenting style | Revised Child Rearing Practices Report Scale (CRPR) | x | x | |
Psychological Control Scale | x | x | ||
Teacher-parent interaction and relationship | Family-professional Partnership Scale | x | x | |
Trust Scale | x | x |