Trial reportJournal of adolescence2026
What Is Needed to Create a Prosocial Classroom? The Effectiveness of the Dutch Meaningful Roles Program in Children: A Cluster Randomized Controlled Study.
Trial report in Journal of adolescence, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Authors and funding
2 authors.
Funding
Abstract
introductionHaving a prosocial classroom climate is crucial for promoting children's school and psychological well-being, as well as in optimizing an effective learning environment. School-based programs can foster more prosocial classroom climates, but few evidence-based options are available. This study examined the effectiveness of a primary school program aimed at promoting prosociality by enhancing students' intrinsic motivation through the support of basic psychological needs (autonomy, competence, and relatedness).
methodsData stem from 2337 students (46% boys, M
resultsResults across the entire sample showed no significant effects. Teachers reported increased attitudes toward stimulating prosocial behavior and autonomy. When the program was implemented as intended (with a subsample of N = 202-253 students), small effects were found mainly mid-school year. Students who received the program fared better than those in the control condition in terms of fulfilling basic psychological needs, prosocial classroom climate, school well-being and safety, and antisocial behavior.
conclusionIn conclusion, no effects were found in the full sample, only in a small subgroup that reported ideal program fidelity. Understanding optimal program implementation is essential, as effectiveness depends on the degree of program fidelity.
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