My Health Diary, a School-Based Well-Being Program: A Randomized Controlled Study
Abstract
:1. Introduction
2. Experimental Section
2.1. The Program
2.2. Participants
2.3. Data Collection
2.4. Measures
2.4.1. Primary Variables
- ▪
- Subjective Psychological Well-being: 4 dimensions (3 items for each dimension and a total of 12 items, on a 6-point Likert scale from 1—strongly disagree to 6—strongly agree: Autonomy, Cronbach’s α T1 = 0.46; T2 = 0.41; e.g., “I have confidence in my opinions, even if they are contrary to the general consensus”; Environmental Mastery, Cronbach’s α T1 = 0.40; T2 = 0.39; e.g., “In general, I feel I am in charge of the situation in which I live”; Positive relations with others, Cronbach’s α T1 = 0.37; T2 = 0.44; e.g., “People would describe me as a giving person, willing to share my time with others”; Self-acceptance, Cronbach’s α T1 = 0.39; T2 = 0.40; e.g., “When I look at the story of my life, I am pleased with how things have turned out”) from the Italian version of the Brief Psychological Well-Being Inventory [48,49,50]. This measure has been used for large-scale national surveys of adolescents [51,52] and was validated on an Italian population [53,54].
- ▪
- Subjective health status: 1 item “How would you rate your health?” (on a 4-point Likert scale: 1—excellent, 2—good, 3—fairly good, 4—poor) from the Italian version of the HBSC (WHO/Europe-Health Behavior in School-aged Children, Copenhagen, Denmark) Questionnaire for 13-year-olds. This item has been used extensively for periodic HBSC surveys of 13-year-olds at international and national levels [55]. Self-rated health is a valid predictor of mortality and morbidity [56].
- ▪
- Psychosomatic symptoms: 7 items (on a 5-point Likert scale: 1—rarely or never, 2—once or twice a month, 3—about every week, 4—more than once a week, and 5—about every day) from the Italian version of the HBSC Questionnaire for 13-year-olds—Symptom Checklist. These items ask students how often in the past 30 days they have suffered from headache/stomach ache/backache, irritability or bad temper, nervousness, sleeping difficulties, dizziness, and feeling low. The HBSC Symptom Checklist has been widely used for periodic HBSC surveys of 13-year-olds at international and national levels [55,57,58].
2.4.2. Secondary Variables
- ▪
- Risk behaviors: cigarette smoking (2 items), alcohol use (2 items), unhealthy eating habits (2 items), physical inactivity in terms of frequency of sedentary behaviors (2 items) from the Italian version of the HBSC Questionnaire for 13-year-olds (on a 4-point Likert scale regarding frequencies of these behaviors in the past 30 days: 1—never, 2—1–3 days, 3—4–5 days, 4—every day). All these items have been commonly used for the HBSC international and national surveys of 13-year-olds for similar health promotion and prevention programs [59,60].
- ▪
- Prosocial Behaviors: Prosocial Behavior Scale by Caprara et al. [61] (15 items, e.g., “I try to help others” on a 3-point Likert scale from 1—never to 3—often; Cronbach’s α T1 = 0.67; T2 = 0.70). This scale has been widely used for national surveys [61,62], including some pre-adolescents [63,64,65]. It is also used to assess the level of adjustment/maladjustment in children aged 7 to 12 years with the indicators of social adaptability [62].
- ▪
- Physical and Verbal Aggression: 20 items (e.g., “I kick and hit or punch”; “I threaten others” on a 3-point Likert scale from 1—never to 3—often; Cronbach’s α T1 = 0.81; T2 = 0.82) from the Physical and Verbal Aggression Scale by Caprara et al. [61]. This scale has been widely used to survey pre-adolescents nationally and internationally [61,63,64,65,66].
2.4.3. Mediator Variables
- ▪
- Emotional and social skills: Self-Efficacy in Regulating Positive Emotions (7 items, e.g., “How well can you rejoice over your successes?”—adolescent version; Cronbach’s α T1 = 0.76; T2 = 0.80) and Negative Emotions (8 items, e.g., “How well can you get over irritation quickly for wrongs you have experienced?”—adolescent version; Cronbach’s α T1 = 0.76; T2 = 0.79), Perceived Empathic Self-Efficacy (12 items, e.g., “How well can you read your friend’s needs?”—adolescent version; Cronbach’s α T1 = 0.86; T2 = 0.89), Perceived Social Self-Efficacy (13 items, e.g., “How well can you live up to what others think or expect of you?”—adolescent version; Cronbach’s α T1 = 0.86; T2 = 0.88) from versions of Bandura’s Self-Efficacy Scales [67] adapted and translated into Italian [68]. All items of the four self-efficacy domains are on a 5-point Likert scale: from 1—not well at all, to 5—very well. These scales have been used in large-scale national surveys of adolescents [69,70] and have good psychometric properties [68], which was confirmed by the reliability indexes in our study.
- ▪
- Satisfaction with school: 4 scales (5 items for each dimension on a 4-point Likert scale from 1—never to 4—always: Relationship with peers, Cronbach’s α T1 = 0.59; T2 = 0.57; e.g., “I feel comfortable with my classmates”; Relationship with teachers, Cronbach’s α T1 = 0.57; T2 = 0.59; e.g., “I can have a good dialog with my teachers”; Interest in study, Cronbach’s α T1 = 0.68; T2 = 0.71; e.g., “I listen with interest to what is being explained to me”; School Self-esteem, Cronbach’s α T1 = 0.66; T2 = 0.63; e.g., “I think I am a good student”) taken from the School Situation Questionnaire (student version, QSS-S) by Santinello and Bertarelli [30]. These scales have been used in large-scale surveys of adolescents at a national level.
2.5. Statistical Analysis
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Conflicts of Interest
References
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Program Component | Activities | Materials | Duration (h) |
---|---|---|---|
Unit 1—My Emotions | Presentation, brainstorming, role-playing, recall of experiences associated with emotions, drawing, class discussion | Colored hats, marking pens, Post-it® notes, papers, posters | 3–4 |
Unit 2—Beyond Stereotypes | Presentation, group work, game, class discussion | Photos, Identity cards, posters | 2 |
Unit 3—Becoming Men & Women | Presentation, role-playing, group work, homework, class discussion | Newspapers or magazines, posters | 2–3 |
Unit 4—Managing my Emotions | Presentation, group work, feedback, class discussion | Marking pens, Post-it® notes, my horoscope card | 2 |
Unit 5—Others’ Emotions | Presentation, group work, stimulus game, class discussion | Marking pens, Post-it notes, ambiguous image cards | 3–4 |
Pre-Intervention (Means) | Post-Intervention (Means) | |||||
---|---|---|---|---|---|---|
Intervention Group | Control Group | Intervention Group | Control group | |||
Autonomy | M | 11.3 | 11.07 | 11.02 | 11.02 | Hotelling’s T = 0.000; F (1980;1) = 0.73, p = 0.39 |
F | 10.9 | 10.7 | 10.7 | 10.8 | ||
Environmental mastery | M | 12.5 | 12.5 | 12.7 | 12.8 | Hotelling’s T = 0.000; F (1956;1) = 0.86, p = 0.35 |
F | 12.4 | 12.4 | 12.6 | 12.4 | ||
Positive relationships with others | M | 12.7 | 12.6 | 12.6 | 12.7 | Hotelling’s T = 0.000; F (1941;1) = 0.17, p = 0.68 |
F | 13.3 | 12.9 | 13.1 | 13.0 | ||
Self-acceptance | M | 12.1 | 12.1 | 11.9 | 12.1 | Hotelling’s T = 0.000; F (1992;1) = 0.34, p = 0.56 |
F | 11.8 | 11.8 | 11.6 | 11.6 |
Pre-Intervention | Post-Intervention | |||
---|---|---|---|---|
Intervention Group | Control Group | Intervention Group | Control Group | |
Never | 43% (430) | 43% (441) | 34% (348) | 34% (356) |
1–2 times a month | 29% (296) | 30% (308) | 31% (317) | 36% (379) |
1 or more times a week | 27% (276) | 28% (287) | 35% (358) | 29% (306) |
Pre-Intervention | Post-Intervention | |||
---|---|---|---|---|
Intervention Group | Control Group | Intervention Group | Control group | |
No | 98% (1003) | 97% (1013) | 96% (978) | 94% (975) |
Yes | 2% (16) | 3% (28) | 4% (45) | 6% (62) |
Pre-Intervention (Means) | Post-Intervention (Means) | ||||||
---|---|---|---|---|---|---|---|
Intervention Group | Control Group | Intervention Group | Control Group | ||||
Self-efficacy, negative emotions | M | 25.3 | 25.4 | 25.8 | 26.1 | Hotelling’s T = 0.000 F (1962;1) = 0.82, p = 0.09 | |
F | 23.6 | 23.2 | 23.4 | 23.7 | |||
Self-efficacy, positive emotions | M | 28.3 | 28.3 | 28.4 | 28.6 | Hotelling’s T = 0.001 F (2014;1) = 2.3, p = 0.13 | |
F | 29.3 | 29.2 | 29.4 | 29.1 | |||
Empathic self-efficacy | M | 40.7 | 40.8 | 41.0 | 42.1 | Hotelling’s T = 0.002 F (1939;1) = 3.9, p = 0.048 * | |
F | 42.5 | 42.1 | 43.0 | 42.3 | |||
Social self-efficacy | M | 49.8 | 50.6 | 49.9 | 50.9 | Hotelling’s T = 0.002 F (1873;1) = 4.5, p = 0.03 * | |
F | 47.6 | 47.6 | 48.4 | 47.3 | |||
School self-esteem | M | 13.7 | 13.9 | 13.8 | 14.0 | Hotelling’s T = 0.000; F (1937;1) = 0.93, p = 0.34 | |
F | 13.3 | 13.2 | 13.1 | 13.3 | |||
Interest in study | M | 13.1 | 12.8 | 12.6 | 12.5 | Hotelling’s T = 0.000 F (1913;1) = 0.29, p = 0.58 | |
F | 13.5 | 13.4 | 12.9 | 13.0 | |||
Relationship with peers | M | 15.6 | 15.6 | 15.3 | 15.6 | Hotelling’s T = 0.002 F (1939;1) = 5.59, p = 0.02 ** | |
F | 15.6 | 15.7 | 15.5 | 15.3 | |||
Relationship with teachers | M | 14.0 | 13.9 | 13.3 | 13.1 | Hotelling’s T = 0.000 F (1908;1) = 0.53, p = 0.47 | |
F | 14.4 | 14.3 | 13.6 | 13.6 |
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Rabaglietti, E.; Molinengo, G.; Roggero, A.; Ermacora, A.; Marinaro, L.; Beccaria, F. My Health Diary, a School-Based Well-Being Program: A Randomized Controlled Study. Adolescents 2021, 1, 21-35. https://doi.org/10.3390/adolescents1010003
Rabaglietti E, Molinengo G, Roggero A, Ermacora A, Marinaro L, Beccaria F. My Health Diary, a School-Based Well-Being Program: A Randomized Controlled Study. Adolescents. 2021; 1(1):21-35. https://doi.org/10.3390/adolescents1010003
Chicago/Turabian StyleRabaglietti, Emanuela, Giorgia Molinengo, Antonella Roggero, Antonella Ermacora, Laura Marinaro, and Franca Beccaria. 2021. "My Health Diary, a School-Based Well-Being Program: A Randomized Controlled Study" Adolescents 1, no. 1: 21-35. https://doi.org/10.3390/adolescents1010003
APA StyleRabaglietti, E., Molinengo, G., Roggero, A., Ermacora, A., Marinaro, L., & Beccaria, F. (2021). My Health Diary, a School-Based Well-Being Program: A Randomized Controlled Study. Adolescents, 1(1), 21-35. https://doi.org/10.3390/adolescents1010003