The efficacy of three types of gratitude interventions for promoting defending behavior in response to school bullying among Chinese early adolescents

ERCT Criteria Breakdown

• Level 1 Criteria

  • C

    Class-level RCT

    • The RCT randomized at the class level (16 classes), meeting the class-level randomization requirement.
    • "A four-armed randomized controlled trial design was employed. The 16 classes were randomly assigned at the class level to one of four conditions, including three intervention groups and one control group." (p. 10)
    • Relevant Quotes: 1) "Study 2 involved the development of a gratitude curriculum and employed a four-armed randomized controlled trial with 16 classes, in which adolescents were randomly assigned to a gratitude curriculum intervention, a gratitude journal intervention, a gratitude visit intervention, or a control condition." (p. 2) 2) "A four-armed randomized controlled trial design was employed. The 16 classes were randomly assigned at the class level to one of four conditions, including three intervention groups and one control group." (p. 10) Detailed Analysis: Criterion C requires an RCT where the unit of randomization is the class (or a stronger unit such as the school), to reduce contamination between treatment and control students. The abstract describes a "four-armed randomized controlled trial with 16 classes" and states adolescents were "randomly assigned" to four conditions. The Study 2 methods then explicitly specify that "16 classes were randomly assigned at the class level" to the conditions, which directly satisfies the class-level unit requirement. Criterion C is met because randomization is explicitly performed at the class level.
  • E

    Exam-based Assessment

    • Outcomes were measured with self-report scales rather than a standardized exam-based assessment.
    • "Gratitude was measured using the Adolescent Gratitude Scale [24], which includes 23 items." (p. 7)
    • Relevant Quotes: 1) "Gratitude was measured using the Adolescent Gratitude Scale [24], which includes 23 items." (p. 7) 2) "Defending behavior was assessed using the Adolescent Defending Behaviors Questionnaire [3]." (p. 7) Detailed Analysis: Criterion E requires outcome measurement using standardized, exam-based assessments (i.e., objective tests), rather than researcher-administered self-report questionnaires. The study measures "Gratitude" using the "Adolescent Gratitude Scale" and measures "Defending behavior" using the "Adolescent Defending Behaviors Questionnaire." These are self-report psychometric instruments, not standardized academic or other exam-based assessments. Criterion E is not met because outcomes are measured via self-report scales rather than standardized exams.
  • T

    Term Duration

    • The start-to-posttest interval is about 7–8 weeks, which is shorter than one academic term.
    • "All three interventions were delivered in students’ regular classrooms over a seven-week period, with one 40-minutes session per week conducted during normal instructional time." (p. 10)
    • Relevant Quotes: 1) "All three interventions were delivered in students’ regular classrooms over a seven-week period, with one 40-minutes session per week conducted during normal instructional time." (p. 10) 2) "Within one week after the completion of the intervention, posttest data (T2) were collected during regular school hours in participants’ classrooms under the supervision of researchers." (p. 11) Detailed Analysis: Criterion T requires that outcomes be measured at least one full academic term after the intervention begins (typically around 3–4 months), allowing time for effects to stabilize beyond very short-term changes. Here, the intervention ran for a "seven-week period" and the posttest was collected "Within one week after the completion of the intervention." This implies roughly 7–8 weeks from the start of intervention delivery to posttest measurement, which is well under a typical academic term. Criterion T is not met because follow-up from intervention start to outcome measurement is shorter than one academic term.
  • D

    Documented Control Group

    • The control condition is explicitly described and baseline equivalence across groups is reported.
    • "The control group did not receive any intervention during the study period." (p. 11)
    • Relevant Quotes: 1) "A four-armed randomized controlled trial design was employed. The 16 classes were randomly assigned at the class level to one of four conditions, including three intervention groups and one control group." (p. 10) 2) "The control group did not receive any intervention during the study period." (p. 11) 3) "There was no significant difference among the four groups in the pretest variables: gratitude, F (3, 410) = 1.19, p = 0.313, defending behavior, F (3, 410) = 0.78, p = 0.506, assertive defending, F (3, 410) = 1.53, p = 0.207, reporting to an authority, F (3, 410) = 1.28, p = 0.281, comforting victims, F (3, 410) = 1.90, p = 0.128, or aggressive defending, F (3, 410) = 1.03, p = 0.380." (p. 15) Detailed Analysis: Criterion D requires that the control group be clearly described (what it did or did not receive) and sufficiently documented to support meaningful comparisons (including baseline information). The paper explicitly defines the control condition as receiving no intervention during the study period. It also reports baseline equivalence tests across the four groups for gratitude, overall defending behavior, and key sub-dimensions. Criterion D is met because the control condition is explicitly described and baseline comparability is documented.

• Level 2 Criteria

  • S

    School-level RCT

    • Randomization occurred at the class level within two schools, not at the school level.
    • "The 16 classes were randomly assigned at the class level to one of four conditions, including three intervention groups and one control group." (p. 10)
    • Relevant Quotes: 1) "To ensure balance across grade levels and schools, 16 relatively homogeneous classes that volunteered to participate were recruited from the initial pool of Study 1. These classes were randomly assigned to one of four experimental conditions: gratitude curriculum condition, gratitude journal condition, gratitude visits condition, or control condition." (p. 10) 2) "A four-armed randomized controlled trial design was employed. The 16 classes were randomly assigned at the class level to one of four conditions, including three intervention groups and one control group." (p. 10) Detailed Analysis: Criterion S requires randomization at the school (site) level—i.e., schools (not classes) are assigned to intervention vs control conditions—to better reflect real-world adoption and avoid within-school spillovers. The paper repeatedly describes recruitment and assignment at the class level, including explicit wording that "classes" were "randomly assigned." It also indicates implementation occurred "concurrently in two schools," consistent with multiple classes per school being assigned to different conditions rather than randomizing whole schools. Criterion S is not met because assignment is at the class level rather than the school level.
  • I

    Independent Conduct

    • The paper does not clearly document an independent evaluation team separate from the intervention developers/research team.
    • "Study 2, which developed a gratitude curriculum, used a four-armed randomized controlled trial to examine whether three types of gratitude interventions (i.e., gratitude curriculum, gratitude journal, and gratitude visits) could enhance adolescents’ gratitude and, in turn, improve their defending behavior." (p. 5)
    • Relevant Quotes: 1) "Study 2, which developed a gratitude curriculum, used a four-armed randomized controlled trial to examine whether three types of gratitude interventions (i.e., gratitude curriculum, gratitude journal, and gratitude visits) could enhance adolescents’ gratitude and, in turn, improve their defending behavior." (p. 5) 2) "Two graduate students majoring in mental health education and serving as full-time teaching interns implemented the three intervention conditions concurrently in two schools." (p. 11) 3) "During the formal intervention period, the entire research process was carried out under the joint supervision of one university professor and two school-based mental health teachers, in order to ensure the professionalism and standardization of intervention implementation." (p. 14) Detailed Analysis: Criterion I requires clear documentation that the trial’s conduct (implementation and/or evaluation, especially outcome collection and analysis) was independent from the intervention designers, to reduce risks of expectancy and reporting bias. The paper states that Study 2 "developed a gratitude curriculum," indicating the research team created at least one of the tested interventions. Implementation is described as being delivered by graduate-student teaching interns, with the research process supervised by a university professor and school-based mental health teachers. However, there is no explicit statement that an external, independent evaluation team (separate from the intervention development team) conducted outcome collection and/or analysis. Criterion I is not met because independence from the intervention developers is not clearly documented.
  • Y

    Year Duration

    • Outcomes were measured within about 7–8 weeks, far less than 75% of an academic year, and T is not met.
    • "All three interventions were delivered in students’ regular classrooms over a seven-week period, with one 40-minutes session per week conducted during normal instructional time." (p. 10)
    • Relevant Quotes: 1) "All three interventions were delivered in students’ regular classrooms over a seven-week period, with one 40-minutes session per week conducted during normal instructional time." (p. 10) 2) "Within one week after the completion of the intervention, posttest data (T2) were collected during regular school hours in participants’ classrooms under the supervision of researchers." (p. 11) Detailed Analysis: Criterion Y requires outcomes to be measured at least 75% of an academic year after the intervention begins. The trial’s timeline is a seven-week intervention, followed by a posttest within one week after completion, implying roughly 7–8 weeks from start to outcome measurement. This is far shorter than the year-duration threshold. In addition, per the ERCT rule set provided, if criterion T is not met then criterion Y is also not met. Criterion Y is not met because the duration from intervention start to outcome measurement is far under 75% of an academic year.
  • B

    Balanced Control Group

    • Intervention activities were delivered within normal instructional time and integrated into the standard curriculum, with no clear evidence of added instructional time or major additional resources versus business-as-usual.
    • "To minimize disruption to regular instruction, the intervention sessions were integrated into the standard curriculum and delivered in a format consistent with typical classroom teaching practices." (p. 11)
    • Relevant Quotes: 1) "All three interventions were delivered in students’ regular classrooms over a seven-week period, with one 40-minutes session per week conducted during normal instructional time." (p. 10) 2) "The control group did not receive any intervention during the study period." (p. 11) 3) "To minimize disruption to regular instruction, the intervention sessions were integrated into the standard curriculum and delivered in a format consistent with typical classroom teaching practices." (p. 11) 4) "During implementation, commonly used classroom reward strategies such as verbal praise and small gifts, were employed to encourage students’ participation." (p. 11) Detailed Analysis: Criterion B asks whether the intervention adds additional resources (especially instructional time and budget) relative to control, and if so whether those resources are matched in the control condition or explicitly framed as the treatment variable. The interventions were delivered during "normal instructional time" and were "integrated into the standard curriculum," which indicates the program was implemented within existing school time rather than adding extra instructional time outside the regular schedule. The control group received no intervention, which is consistent with a business-as-usual comparison when no extra instructional time is being added by design. The paper also mentions implementation supports (e.g., verbal praise and small gifts). However, the paper does not provide evidence of substantial added time or major additional budgetary inputs that would clearly violate the time/budget balance requirement; the described rewards appear minor and are part of routine classroom participation management. Criterion B is met because the intervention is delivered within normal instructional time (no clear added instructional time) and no substantial unmatched extra resources are documented.

• Level 3 Criteria

  • R

    Reproduced

    • No independent replication by other authors could be identified in the paper, and an online search did not find a published independent replication as of 2026-03-13.
    • Relevant Quotes: 1) (No statements about independent replication of this specific RCT were found in the paper.) (n/a) Detailed Analysis: Criterion R requires an independent replication of this study by a different research team, published in a peer-reviewed outlet. The paper itself does not claim replication and contains no citations stating that the same intervention package and design were reproduced by other authors. An online search using the DOI and the article title (checked on 2026-03-13) did not identify a peer-reviewed independent replication of this specific four-arm, class-randomized gratitude intervention study. Criterion R is not met because no independent replication evidence was found.
  • A

    All-subject Exams

    • Because criterion E is not met (no standardized exams), the all-subject exam requirement is not met.
    • "Gratitude was measured using the Adolescent Gratitude Scale [24], which includes 23 items." (p. 7)
    • Relevant Quotes: 1) "Gratitude was measured using the Adolescent Gratitude Scale [24], which includes 23 items." (p. 7) 2) "Defending behavior was assessed using the Adolescent Defending Behaviors Questionnaire [3]." (p. 7) Detailed Analysis: Criterion A requires standardized exam-based assessment across all main school subjects, and per the ERCT rules provided, criterion E (exam-based assessment) is a prerequisite: if E is not met, A cannot be met. This study measures gratitude and defending behavior via self- report scales and does not administer standardized academic exams in any subject area. Criterion A is not met because criterion E is not met and no all-subject standardized exams are used.
  • G

    Graduation Tracking

    • The study did not (and could not, given its duration) track students to graduation; it reports no long-term follow-up and Y is not met.
    • "Second, this study assessed gratitude and defending behavior only within one week after the interventions, and no long-term follow-up was conducted." (p. 21)
    • Relevant Quotes: 1) "Within one week after the completion of the intervention, posttest data (T2) were collected during regular school hours in participants’ classrooms under the supervision of researchers." (p. 11) 2) "Second, this study assessed gratitude and defending behavior only within one week after the interventions, and no long-term follow-up was conducted." (p. 21) Detailed Analysis: Criterion G requires tracking participants until graduation from the relevant educational stage. Per the ERCT rule provided, if criterion Y (year duration) is not met then criterion G is not met. The paper’s outcomes are assessed only immediately after the intervention (within one week after completion), and it explicitly states that "no long-term follow-up was conducted." This is incompatible with graduation tracking. A targeted online search for follow-up publications by the same author team tracking this cohort to graduation (checked on 2026-03-13) did not identify any such graduation-tracking follow-up paper. Criterion G is not met because the study does not include long- term follow-up to graduation (and Y is not met).
  • P

    Pre-Registered

    • The paper does not report a preregistration record (registry, ID, or date), and none could be confirmed via the article record as of 2026-03-13.
    • Relevant Quotes: 1) (No statements about pre-registration, registry IDs, or registration dates were found in the paper.) (n/a) Detailed Analysis: Criterion P requires a publicly pre-registered protocol before data collection begins, with evidence such as a registry name, registration ID, and registration date. The PDF and the publisher landing page content accessible at the time of checking do not contain a trial registration or pre-registration statement. Without an explicit registry record (and timing) reported, preregistration cannot be verified. Criterion P is not met because there is no reported or verifiable preregistration record.