Effectiveness of Motivated Social Motional Learning (MSEL) Program on Bullying Among Hong Kong Primary School Students

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 perpet…

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Jingqi Guan  ·  852+5536-2162  ·  jingqig@connect.hku.hk

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