Depressive SymptomsNCT04133389
Believing People Can Change: A Randomized Controlled Trial of an Incremental Theory Intervention in Adolescence
A study testing Growth mindset of personality educational intervention and Growth mindset of athletic ability educational intervention in people with Depressive Symptoms and Happiness, run by University of Guelph at 1 site in Canada.
Trial summary
This study will test the effectiveness of a brief educational intervention that teaches youth that they can grow and change, known as "growth mindset." Similar growth mindset interventions have improved youths' well-being and academic skills, and reduced risk for depression. Read more about this study
- Who is it for?
- Ages 13 to 18 yearsHealthy volunteers can take part
- Conditions the study is for
- Depressive Symptoms, Happiness, Life Satisfaction
- What is being tested?
- Growth mindset of personality educational intervention and Growth mindset of athletic ability educational intervention
- Could I receive a placebo?
- Yes, some participants may receive a placebo
- How many people
- 576 participants
- Where
- 1 siteCanada
- Study dates
- 15 Oct 2019to 6 Mar 2020
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 13 to 18 years
- All sexes
- Healthy volunteers accepted
- Child, Adult
Who may be able to join
- A student at one of the recruited schools in grade 9 or 12
- Age 13-18 years
- Able to read and write fluently in English
- Have parent/guardian consent, and provide participant consent
Who cannot join
- Not a registered student at one of the recruited schools
- Less than 13 or more than 18 years old
- Unable to read and write fluently in English
- Does not have parent/guardian consent or does not consent to participate
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Believing People Can Change: An Examination of the Role of Implicit Theory, Attributional Style and Psychological Flexibility in Depression and Wellbeing, & a Randomized Controlled Trial of an Incremental Theory Intervention in Adolescence
This study will test the effectiveness of a brief educational intervention that teaches youth that they can grow and change, known as "growth mindset." Similar growth mindset interventions have improved youths' well-being and academic skills, and reduced risk for depression. In this study, youths' depressive symptoms and well-being will be measured before the intervention and then again 4 months after the intervention to determine if the intervention had a positive impact for youth experiencing transitions (firs and last years of high school).
Read the detailed description
Adolescents experience many major life transitions during high school, including changes in educational settings, living arrangements, and social and romantic relationships. While these transitions may be experienced as positive new beginnings for some youth, others experience them as stressful and challenging. Further, the developmental period of adolescence is characterized by an increased risk for the development of mental illnesses such as depression. In the context of widely-accepted cognitive models of adolescent depression, adolescents with pre-existing vulnerabilities for depression (e.g., negative self beliefs) may be more prone to experience certain life transitions as especially stressful, and this vulnerability/environment combination is likely to bring about depressive symptomatology for vulnerable youth. Thus, there is a pressing need to better understand factors that not only protect youth from mental illness during transitions, but also factors that promote resilience and well-being. Indeed, high schools are eager to address student mental illness and find better ways of promoting mental health and well-being in schools.
This project employs clinical, cognitive, developmental, and positive psychology theories in an attempt to better understand factors that may be important for adolescent mental illness and mental health during this important time of transition. Specifically, we aim to examine the utility of a brief online educational intervention for promoting adolescent mental health during important life transitions.
One important factor that appears to be associated with wellbeing and resilience is that of beliefs about growth and response to failure. Individuals often respond to challenge by either a) retreating and/or making negative attributions about themselves or others, or b) view challenge as an opportunity for learning and growth, and not consider failure to be an indication of personal shortcomings. The difference between these two responses to challenge reflects beliefs about the malleability of personal characteristics; these beliefs are referred to as "implicit theories" or more colloquially "mindset". Those who hold "entity" theories (fixed mindset) believe personal characteristics are stable and unchanging, while those with a malleable or "incremental theories" (growth mindset) believe personal characteristics are changeable and can be developed through effort and learning . Research has broadly suggested that those with entity theories may be more prone to experience difficulties and be at risk for mental illness, while those with incremental theories experience greater resilience and well-being.
Previous research has indicated that incremental theory can be taught via educational interventions, and increasing belief in incremental theory has been associated with positive effects. Further, integrating positive psychology into educational institutions to foster youth development has been recommended by many researchers. Youth spend substantial amounts of time in school, making schools an appropriate setting for interventions that aim to promote well-being and prevent mental illness. Thus, this study will test the effects of a brief implicit theory intervention on well-being and depressive symptoms.The intervention is similar to previous implicit theory interventions and teaches youth an incremental theory of socially relevant characteristics (i.e., that people can change and that personal attributes are malleable).
Implicit theory of personality (ie, beliefs about the malleability of personal attributes and socially relevant characteristics) has also been associated with depressive symptoms in youth. In a study of grade 9 students, researchers found that a brief intervention that taught incremental theory of personality (that personal attributes can grow and change) was associated with stability of reported levels of depressive symptoms over 9 months. In this intervention, students read a compelling article that demonstrated incremental theory of either personality (experimental) or athletic ability (control), then students were asked to summarize the lesson of the article and apply their own experience. Over time (9 months) those in the control condition showed an increase in depressive symptoms while those exposed to the incremental theory of personality did not show the same increase, and incidence of clinically significant depressive symptoms remained stable. The increase seen in the control group was noted to be proportional to that commonly experienced by those transitioning to high school, suggesting the intervention may have promise for successfully ameliorating developmentally typical increases in depressive symptoms. Although this brief intervention was associated with significant positive outcomes, replication and application to other samples at risk for depressive symptoms (such as youth transitioning out of high school and to post secondary education) is warranted. Towards this end, the current study will examine the impact of an intervention that teaches incremental theory on well-being and depressive symptoms in students in the first and last years of high school.
- Conditions
- Depressive Symptoms, Happiness, Life Satisfaction
- Being tested
- Growth mindset of personality educational intervention, Growth mindset of athletic ability educational intervention
- Keywords
- Growth mindset, Implicit theory, Adolescence, Mental Health, Well-being, students, Secondary Schools, Educational intervention
- Medical subject headings
- Depression, Personal Satisfaction, Psychological Well-Being
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Growth mindset of personality educational interventionOther
This is a brief online educational intervention that teaches growth mindset of personality. The intervention includes pictures, text, videos, and questions administered through Qualtrics survey software.
Growth mindset of athletic ability educational interventionOther
This is a brief online educational intervention that teaches growth mindset of athletic ability. The intervention includes pictures, text, videos, and questions administered through Qualtrics survey software.
| Study group | Role | What they receive |
|---|---|---|
| Growth Mindset of Personality | Experimental | Experimental intervention Receives: Other: Growth mindset of personality educational intervention |
| Growth Mindset of Athletic Ability | Placebo comparator | Control intervention Receives: Other: Growth mindset of athletic ability educational intervention |
What is being measured
The primary outcome is the main question the study is designed to answer.
Depressive symptoms
Score on the Beck Depression Inventory-II. The BDI-II consists of 21 items using a 4-point Likert scale from 0 to 3, however the current study will use only 19 items. The item querying suicidal ideation will be removed, as this may be triggering, and researchers would not be able to follow up with those who would highly endorse this item. The item querying sexual interest will be removed, as this may not be equally applicable across the sample. Scores on each item are summed to determine summary scores from 0-57. Higher scores indicate higher levels of depressive symptoms.
Measured: 4 months (Oct 2019 - Feb 2020)
Perceived happiness
score on the Subjective Happiness Scale (SHS). This measure consists of four items measured on a 7-point Likert scale; responses are averaged to create a summary score (minimum=1, maximum=7) and higher scores reflect higher levels of subjective happiness.
Measured: 4 months (Oct 2019 - Feb 2020)
Life satisfaction
score on the Brief Multidimensional Student Life Satisfaction Scale (BMSLSS). The BMSLSS includes five items that assess global life satisfaction as a reflection of five life domains: family, school, friends, self, and living environment. The BMSLSS uses a 7-point Likert scale that ranges from delighted to terrible. The score of each item will be averaged to create a single score (minimum=1, maximum=7) such that higher scores represent higher levels of life satisfaction.
Measured: 4 months (Oct 2019 - Feb 2020)
Secondary outcomes (4)
Implicit theory of personality
Score on the Implicit Personality Theory Questionnaire. This is a three-item measure that uses a 6-point Likert scale that ranges from strongly agree to strongly disagree to measure the extent individuals believe one's personality can change. The score of each item will be averaged to create a single score (minimum=1, maximum=6) such that higher values will be associated with higher levels of entity beliefs.
Measured: immediately post administration of the intervention
Implicit theory of a person (general)
Score on the Implicit Person Measure. This is a three item measure with a 6-point Likert scale ranging from strongly agree to strongly disagree. Scores on each item will be averaged to create a single score (minimum=1, maximum=6), and higher average scores will be associated with more entity beliefs.
Measured: Immediately post administration of the intervention
Implicit theory of personality
Score on the Implicit Personality Theory Questionnaire. This is a three-item measure that uses a 6-point Likert scale that ranges from strongly agree to strongly disagree to measure the extent individuals believe one's personality can change. The score of each item will be averaged to create a single score (minimum=1, maximum=6) such that higher values will be associated with higher levels of entity beliefs.
Measured: 4 months (Oct 2019 - Feb 2020)
Implicit theory of a person (general)
Score on the Implicit Person Measure. This is a three item measure with a 6-point Likert scale ranging from strongly agree to strongly disagree. Scores on each item will be averaged to create a single score (minimum=1, maximum=6), and higher average scores will be associated with more entity beliefs.
Measured: 4 months (Oct 2019 - Feb 2020)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted21 Oct 2019
- Study start15 Oct 2019
- Primary completion6 Mar 2020
- Study completion6 Mar 2020
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (18)Papers the sponsor has linked to this study.
- Other trials for Depressive SymptomsStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- The current study is a two-wave randomized controlled trial that employs a 2 (group - between participants) by 2 (time - within participants) mixed measures design to assess a brief online implicit theory of personality intervention.
- Masking
- Double blind
- Who is masked
- Participant, Investigator
- Enrolment
- 576 participants (actual)
Sponsor and investigators
- Lead sponsor
- University of Guelph
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Margaret Lumley, University of Guelph
- Investigators
- Margaret Lumley, PhD, Principal investigator, University of Guelph
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT04133389
- Sponsor's protocol ID
- 19-03-019
- Status last verified
- Apr 2020
- First submitted
- 17 Oct 2019
- Last updated
- 3 Apr 2020
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: There is no plan to share individual participant data as this has not been approved by our Research Ethics Board
Publications
Abela, J. R. Z., & Hankin, B. L. (2008). Depression in children and adolescents: Causes, treatment, and prevention. In J. R. Z. Abela & B. L. Hankin (Eds.), Handbook of depression in children and adolescents (pp. 3-5). New York, NY, US: The Guilford Press.
Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). Hopelessness depression: A theory-based subtype of depression. Psychological review, 96(2), 358.
Abramson LY, Seligman ME, Teasdale JD. Learned helplessness in humans: critique and reformulation. J Abnorm Psychol. 1978 Feb;87(1):49-74. No abstract available.
PubMed 649856Dweck, C. S., Chiu, C. Y., & Hong, Y. Y. (1995). Implicit theories and their role in judgments and reactions: A word from two perspectives. Psychological inquiry, 6(4), 267-285.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological review, 95(2), 256.
Furlong, M. J., Gilman, R., & Huebner, E. S. (2014). Handbook of Positive Psychology in Schools, 2nd Ed New York. NY: Taylor & Francis.
Greenberg MT, Weissberg RP, O'Brien MU, Zins JE, Fredericks L, Resnik H, Elias MJ. Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. Am Psychol. 2003 Jun-Jul;58(6-7):466-74. doi: 10.1037/0003-066x.58.6-7.466.
PubMed 12971193Hankin BL, Abramson LY, Moffitt TE, Silva PA, McGee R, Angell KE. Development of depression from preadolescence to young adulthood: emerging gender differences in a 10-year longitudinal study. J Abnorm Psychol. 1998 Feb;107(1):128-40. doi: 10.1037//0021-843x.107.1.128.
PubMed 9505045Hong, Y. Y., Chiu, C. Y., Dweck, C. S., Lin, D. M. S., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social psychology, 77(3), 588.
Masten, A., Herbers, J., Cutuli, J., & Lafavor, T. (2008). Promoting competence and resilience in the school context. Professional School Counseling, 12(2), 76-84.
Merikangas KR, He JP, Burstein M, Swanson SA, Avenevoli S, Cui L, Benjet C, Georgiades K, Swendsen J. Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A). J Am Acad Child Adolesc Psychiatry. 2010 Oct;49(10):980-9. doi: 10.1016/j.jaac.2010.05.017. Epub 2010 Jul 31.
PubMed 20855043Petersen AC, Compas BE, Brooks-Gunn J, Stemmler M, Ey S, Grant KE. Depression in adolescence. Am Psychol. 1993 Feb;48(2):155-68. doi: 10.1037//0003-066x.48.2.155.
PubMed 8442570Rindfuss RR. The young adult years: diversity, structural change, and fertility. Demography. 1991 Nov;28(4):493-512. No abstract available.
PubMed 1769399Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford review of education, 35(3), 293-311.
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational psychologist, 47(4), 302-314.
Study at a glance
From the registry record, last updated by the sponsor on 3 Apr 2020. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Believing People Can Change: An Examination of the Role of Implicit Theory, Attributional Style and Psychological Flexibility in Depression and Wellbeing, & a Randomized Controlled Trial of an Incremental Theory Intervention in Adolescence
- ClinicalTrials.gov ID
- NCT04133389
- Acronym / sponsor ID
- 19-03-019
- Conditions
- Depressive Symptoms, Happiness, Life Satisfaction
- Keywords
- Growth mindset, Implicit theory, Adolescence, Mental Health, Well-being, students, Secondary Schools, Educational intervention
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 576 participants (actual)
- Lead sponsor
- University of GuelphUniversity, hospital or other
- Study start
- 15 Oct 2019 (actual)
- Primary completion
- 6 Mar 2020 (actual)
- Study completion
- 6 Mar 2020 (actual)
- First posted
- 21 Oct 2019 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This study will test the effectiveness of a brief educational intervention that teaches youth that they can grow and change, known as "growth mindset." Similar growth mindset interventions have improved youths' well-being and academic skills, and reduced risk for depression. In this study, youths' depressive symptoms and well-being will be measured before the intervention and then again 4 months after the intervention to determine if the intervention had a positive impact for youth experiencing transitions (firs and last years of high school).
Detailed description
Adolescents experience many major life transitions during high school, including changes in educational settings, living arrangements, and social and romantic relationships. While these transitions may be experienced as positive new beginnings for some youth, others experience them as stressful and challenging. Further, the developmental period of adolescence is characterized by an increased risk for the development of mental illnesses such as depression. In the context of widely-accepted cognitive models of adolescent depression, adolescents with pre-existing vulnerabilities for depression (e.g., negative self beliefs) may be more prone to experience certain life transitions as especially stressful, and this vulnerability/environment combination is likely to bring about depressive symptomatology for vulnerable youth. Thus, there is a pressing need to better understand factors that not only protect youth from mental illness during transitions, but also factors that promote resilience and well-being. Indeed, high schools are eager to address student mental illness and find better ways of promoting mental health and well-being in schools.
This project employs clinical, cognitive, developmental, and positive psychology theories in an attempt to better understand factors that may be important for adolescent mental illness and mental health during this important time of transition. Specifically, we aim to examine the utility of a brief online educational intervention for promoting adolescent mental health during important life transitions.
One important factor that appears to be associated with wellbeing and resilience is that of beliefs about growth and response to failure. Individuals often respond to challenge by either a) retreating and/or making negative attributions about themselves or others, or b) view challenge as an opportunity for learning and growth, and not consider failure to be an indication of personal shortcomings. The difference between these two responses to challenge reflects beliefs about the malleability of personal characteristics; these beliefs are referred to as "implicit theories" or more colloquially "mindset". Those who hold "entity" theories (fixed mindset) believe personal characteristics are stable and unchanging, while those with a malleable or "incremental theories" (growth mindset) believe personal characteristics are changeable and can be developed through effort and learning . Research has broadly suggested that those with entity theories may be more prone to experience difficulties and be at risk for mental illness, while those with incremental theories experience greater resilience and well-being.
Previous research has indicated that incremental theory can be taught via educational interventions, and increasing belief in incremental theory has been associated with positive effects. Further, integrating positive psychology into educational institutions to foster youth development has been recommended by many researchers. Youth spend substantial amounts of time in school, making schools an appropriate setting for interventions that aim to promote well-being and prevent mental illness. Thus, this study will test the effects of a brief implicit theory intervention on well-being and depressive symptoms.The intervention is similar to previous implicit theory interventions and teaches youth an incremental theory of socially relevant characteristics (i.e., that people can change and that personal attributes are malleable).
Implicit theory of personality (ie, beliefs about the malleability of personal attributes and socially relevant characteristics) has also been associated with depressive symptoms in youth. In a study of grade 9 students, researchers found that a brief intervention that taught incremental theory of personality (that personal attributes can grow and change) was associated with stability of reported levels of depressive symptoms over 9 months. In this intervention, students read a compelling article that demonstrated incremental theory of either personality (experimental) or athletic ability (control), then students were asked to summarize the lesson of the article and apply their own experience. Over time (9 months) those in the control condition showed an increase in depressive symptoms while those exposed to the incremental theory of personality did not show the same increase, and incidence of clinically significant depressive symptoms remained stable. The increase seen in the control group was noted to be proportional to that commonly experienced by those transitioning to high school, suggesting the intervention may have promise for successfully ameliorating developmentally typical increases in depressive symptoms. Although this brief intervention was associated with significant positive outcomes, replication and application to other samples at risk for depressive symptoms (such as youth transitioning out of high school and to post secondary education) is warranted. Towards this end, the current study will examine the impact of an intervention that teaches incremental theory on well-being and depressive symptoms in students in the first and last years of high school.
Study design
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind (participant, investigator)
- Number of arms
- 2
- Model description
- The current study is a two-wave randomized controlled trial that employs a 2 (group - between participants) by 2 (time - within participants) mixed measures design to assess a brief online implicit theory of personality intervention.
| Arm | Type | Receives |
|---|---|---|
| Growth Mindset of Personality | Experimental | Other: Growth mindset of personality educational interventionExperimental intervention |
| Growth Mindset of Athletic Ability | Placebo comparator | Other: Growth mindset of athletic ability educational interventionControl intervention |
Who may qualify
- Ages
- 13 to 18 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult
Key inclusion criteria (4 listed)
- A student at one of the recruited schools in grade 9 or 12
- Age 13-18 years
- Able to read and write fluently in English
- Have parent/guardian consent, and provide participant consent
Key exclusion criteria (4 listed)
- Not a registered student at one of the recruited schools
- Less than 13 or more than 18 years old
- Unable to read and write fluently in English
- Does not have parent/guardian consent or does not consent to participate
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Growth mindset of personality educational interventionThis is a brief online educational intervention that teaches growth mindset of personality. The intervention includes pictures, text, videos, and questions administered through Qualtrics survey software. | Other | Growth Mindset of Personality |
| Growth mindset of athletic ability educational interventionThis is a brief online educational intervention that teaches growth mindset of athletic ability. The intervention includes pictures, text, videos, and questions administered through Qualtrics survey software. | Other | Growth Mindset of Athletic Ability |
Primary outcome
Depressive symptoms
Time frame: 4 months (Oct 2019 - Feb 2020)
Score on the Beck Depression Inventory-II. The BDI-II consists of 21 items using a 4-point Likert scale from 0 to 3, however the current study will use only 19 items. The item querying suicidal ideation will be removed, as this may be triggering, and researchers would not be able to follow up with those who would highly endorse this item. The item querying sexual interest will be removed, as this may not be equally applicable across the sample. Scores on each item are summed to determine summary scores from 0-57. Higher scores indicate higher levels of depressive symptoms.
Perceived happiness
Time frame: 4 months (Oct 2019 - Feb 2020)
score on the Subjective Happiness Scale (SHS). This measure consists of four items measured on a 7-point Likert scale; responses are averaged to create a summary score (minimum=1, maximum=7) and higher scores reflect higher levels of subjective happiness.
Life satisfaction
Time frame: 4 months (Oct 2019 - Feb 2020)
score on the Brief Multidimensional Student Life Satisfaction Scale (BMSLSS). The BMSLSS includes five items that assess global life satisfaction as a reflection of five life domains: family, school, friends, self, and living environment. The BMSLSS uses a 7-point Likert scale that ranges from delighted to terrible. The score of each item will be averaged to create a single score (minimum=1, maximum=7) such that higher scores represent higher levels of life satisfaction.
4 secondary outcomes
Implicit theory of personality
Time frame: immediately post administration of the intervention
Implicit theory of a person (general)
Time frame: Immediately post administration of the intervention
Implicit theory of personality
Time frame: 4 months (Oct 2019 - Feb 2020)
Implicit theory of a person (general)
Time frame: 4 months (Oct 2019 - Feb 2020)
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 3 Apr 2020.
- BackgroundAbela, J. R. Z., & Hankin, B. L. (2008). Depression in children and adolescents: Causes, treatment, and prevention. In J. R. Z. Abela & B. L. Hankin (Eds.), Handbook of depression in children and adolescents (pp. 3-5). New York, NY, US: The Guilford Press.
- BackgroundAbramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). Hopelessness depression: A theory-based subtype of depression. Psychological review, 96(2), 358.
- Background: PubMed 649856Abramson LY, Seligman ME, Teasdale JD. Learned helplessness in humans: critique and reformulation. J Abnorm Psychol. 1978 Feb;87(1):49-74. No abstract available.
- BackgroundDweck, C. S., Chiu, C. Y., & Hong, Y. Y. (1995). Implicit theories and their role in judgments and reactions: A word from two perspectives. Psychological inquiry, 6(4), 267-285.
- BackgroundDweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological review, 95(2), 256.
- BackgroundFurlong, M. J., Gilman, R., & Huebner, E. S. (2014). Handbook of Positive Psychology in Schools, 2nd Ed New York. NY: Taylor & Francis.
- Background: PubMed 12971193Greenberg MT, Weissberg RP, O'Brien MU, Zins JE, Fredericks L, Resnik H, Elias MJ. Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. Am Psychol. 2003 Jun-Jul;58(6-7):466-74. doi: 10.1037/0003-066x.58.6-7.466.
- Background: PubMed 9505045Hankin BL, Abramson LY, Moffitt TE, Silva PA, McGee R, Angell KE. Development of depression from preadolescence to young adulthood: emerging gender differences in a 10-year longitudinal study. J Abnorm Psychol. 1998 Feb;107(1):128-40. doi: 10.1037//0021-843x.107.1.128.
- BackgroundHong, Y. Y., Chiu, C. Y., Dweck, C. S., Lin, D. M. S., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social psychology, 77(3), 588.
- BackgroundMasten, A., Herbers, J., Cutuli, J., & Lafavor, T. (2008). Promoting competence and resilience in the school context. Professional School Counseling, 12(2), 76-84.
- Background: PubMed 20855043Merikangas KR, He JP, Burstein M, Swanson SA, Avenevoli S, Cui L, Benjet C, Georgiades K, Swendsen J. Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A). J Am Acad Child Adolesc Psychiatry. 2010 Oct;49(10):980-9. doi: 10.1016/j.jaac.2010.05.017. Epub 2010 Jul 31.
- Background: PubMed 8442570Petersen AC, Compas BE, Brooks-Gunn J, Stemmler M, Ey S, Grant KE. Depression in adolescence. Am Psychol. 1993 Feb;48(2):155-68. doi: 10.1037//0003-066x.48.2.155.
- Individual participant dataSharing planned: No. There is no plan to share individual participant data as this has not been approved by our Research Ethics Board
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Margaret Lumley, PhD principal investigator
University of Guelph
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Growth mindset of personality educational intervention and Growth mindset of athletic ability educational intervention in people with Depressive Symptoms and Happiness, run by University of Guelph at 1 site in Canada.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 4 inclusion and 4 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 3 Apr 2020. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Canada. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. Some participants in this study may receive a placebo. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Depressive symptoms (time frame: 4 months (Oct 2019 - Feb 2020)). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT04133389, which also lists 18 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 3 Apr 2020.