An interventional study of REThink Life in Emotion Regulation, sponsored by Babes-Bolyai University. Completed at 1 site in Romania. Open to participants aged 10 Years to 24 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2025-08-28.
Sponsored by Babes-Bolyai University · Not applicable, Interventional, and Prevention
This activity will have the objective of establishing the validity of in-game emotion regulation abilities assessment for adolescents and young adults.
Each level of the REThink LIFE online game dedicated to training a specific ER skill has an assessment task for emotion recognition, stress reactivity, mindfulness and positive attention abilities. The aim of this study will be to investigate the validity of in-game performance measurements or scores as indicators of adolescents and young adults' emotion regulation abilities.
225 studies on the registry are indexed under Emotional Regulation; 121 are open to participants now.
This study's enrollment of 230 is above the median of 74 across 211 interventional studies indexed under Emotional Regulation.
Browse Emotional Regulation studies →Babes-Bolyai University is the lead sponsor of 48 studies on the registry; 12 are open to participants now.
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Exclusion Criteria:
The participants will complete the scale measurements after receiving the four levels of the REThink Life game, each focusing on an emotion regulation skill and an associated assessment system.
Other: REThink Life
REThink Life is a therapeutic game developed by David and collaborators (2019) and it is composed of four levels, each training a different emotion regulation ability (emotion recognition, mindfulness, distinguishing between rational and irrational thoughts, and positive attention bias).
Emotion regulation
The Cognitive Emotion Regulation Questionnaire (CERQ-short) is an 18-item scale assessing nine different emotion regulation strategies, namely Self-blame, Other-blame, Rumination, Catastrophizing, Positive refocusing, Planning, Positive reappraisal, Putting into perspective and Acceptance. Children and adolescents were asked to express the frequency of using each strategy on a 5-point Likert-type scale, from 1 ("almost never") to 5 ("almost always"). Higher scores on adaptive strategies (e.g., positive reappraisal, refocus on planning, positive refocusing, putting into perspective, acceptance) are equivalent to a better outcome (more adaptive coping). Higher scores on maladaptive strategies (e.g., rumination, catastrophizing, self-blame, other-blame) are equivalent to worse outcomes (less adaptive coping).
Time frame: Baseline
Behavioral difficulties
The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioural screening questionnaire for children aged 2 to 17 years old, encompassing emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and prosocial behavior. Total difficulties score: Sum of all subscales except Prosocial → Range: 0 to 40. Prosocial score is reported separately → Range: 0 to 10. Higher scores on total difficulties and the four problem subscales are equivalent to worse outcomes. Higher scores on the prosocial subscale are equivalent to better outcomes.
Time frame: Baseline
Stress
The Adolescent Stress Scale (ADOSS) will be used to capture students' level of stress in the following domains: personal, academic, family, and social. Total score ranges from 20 to 100, with higher scores indicating higher levels of stress.
Time frame: Baseline
Plan to share: No
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This study is completed, as verified in Aug 2025. You cannot join it, but the record below documents what was studied.
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Babes-Bolyai University