Colombian Flourishing Curriculum
Wellbeing
What this study involves
The registry does not currently label this study as recruiting. Ask about its status before planning a screening visit.
- Study type
- Interventional
- Phase
- Not applicable
- Age range
- 18 years - Not specified
- Sex eligible
- All sexes
- Healthy volunteers
- Accepted
- Participants
- 1156 Actual
These are starting points, not an eligibility decision. The research team must review the full requirements.
About the research
This study evaluated the effectiveness of a university-level Flourishing Curriculum on students' well-being in Colombia using two rigorous designs: a cluster randomized study (Study 1, n = 389 control vs. n = 614 intervention) and an individually randomized controlled trial (Study 2, n = 77 control vs. n = 75 intervention). Both studies followed the same experimental and measurement structure. The nine-week-long curriculum integrated evidence-based components targeting meaning in life, forgiveness, humility, mindfulness, self-control, resilience, leadership, positive relationships, and spirituality, and was implemented within the standard academic course structure followed by students at the university. The control condition completed the measures but completed their usual coursework.
The assessment battery included Spanish-language versions of established psychological measures. These instruments had either been previously validated for use in Spanish-speaking populations or had been back-translated into Spanish by researchers at Universidad del Sinú for prior studies conducted in Colombia.
The investigators selected a set of 20 theory-driven and curriculum-informed outcome variables corresponding to two levels of anticipated change. First, investigators assessed constructs targeted by each of the nine curriculum modules, including coherence, purpose, and significance as three central dimensions of meaning in life, trait forgivingness, trait humility, mindfulness, self-control, resilience, leadership, loneliness, and transcendent spirituality. Second, constructs were assessed reflecting more distal outcomes that the flourishing curriculum is intended to support, including depressive symptoms, anxiety symptoms, stress overload, and a brief measure of multidimensional flourishing that yielded an overall flourishing score and five domain-specific scores: happiness and life satisfaction; mental and physical health; meaning and purpose; character and virtue; and close social relationships. Mean scores were computed for all outcome variables. In addition, following each module of the Flourishing Curriculum, students in the intervention group also completed a five-item course evaluation assessing satisfaction with the learning experience.
Who may be able to participate?
The list below is the sponsor’s full registry wording. It can include conditions, prior treatment, test results and other requirements. A match in search does not mean you qualify.
Inclusion Criteria:
- University enrolled students
Exclusion Criteria:
- na
Treatment, groups and participation
The registry may describe treatments and study duration without a complete visit calendar. Ask the study team for the exact schedule, procedures, risks, costs and alternatives. Keep your usual care plan unless your treating clinician tells you otherwise.
- Assignment
- Random assignment
- Masking
- Double masked
Flourishing Curriculum
Not reported in this registry record.
Behavioral: Flourishing curriculum
Regular course
Participants in this group took their own regular university course.
Behavioral: Regular course
Flourishing curriculum BEHAVIORAL
The flourishing curriculum consisted of nine modules (one per week) designed to teach both the theoretical foundations and practical applications of positive psychological constructs. The modules addressed the following domains: meaning in life, forgiveness, humility, mindfulness, self-control, resilience, leadership, relationships, and religion/spirituality. Each module was delivered as a stand-alone, two-hour seminar that incorporated lecture content, experiential activities, and structured discussion. In designing the intervention used in the study, global experts in the well-being sciences contributed state of the art curricula targeting multiple well-being dimensions.
Regular course BEHAVIORAL
Students take their regular university course
What researchers are measuring
Outcome measures describe what is being studied. They are not proof that a treatment works.
Primary measures
Overall Flourishing: Flourish Measure
Time frame: T1 Baseline, T2 End of nine weeks, T3 One-month Follow-up
Use the total score across 10 items of the Flourish measure developed by Tyler VanderWeele. Scale score ranges from 0 to 10. Higher score indicates better outcome.
Happiness and Life Satisfaction: subscale of Flourish Measure
Time frame: T1 Baseline, T2 End of nine weeks, T3 One-month Follow-up
subscale of the Flourish measure of the the first outcome developed by VanderWeele. Scale score ranges from 0 to 10. Higher score indicates better outcome.
Mental and Physical Health: subscale of Flourish Measure
Time frame: T1 Baseline, T2 End of nine weeks, T3 One-month Follow-up
subscale of the Flourish measure of the the first outcome developed by VanderWeele. Scale score ranges from 0 to 10. Higher score indicates better outcome.
Meaning and Purpose: subscale of Flourish Measure
Time frame: T1 Baseline, T2 End of nine weeks, T3 One-month Follow-up
subscale of the Flourish measure of the the first outcome developed by VanderWeele. Scale score ranges from 0 to 10. Higher score indicates better outcome.
Character and Virtue: subscale of Flourish Measure
Time frame: T1 Baseline, T2 End of nine weeks, T3 One-month Follow-up
subscale of the Flourish measure of the the first outcome developed by VanderWeele. Scale score ranges from 0 to 10. Higher score indicates better outcome.
Close Social Relationships: subscale of Flourish Measure
Time frame: T1 Baseline, T2 End of nine weeks, T3 One-month Follow-up
subscale of the Flourish measure of the the first outcome developed by VanderWeele. Scale score ranges from 0 to 10. Higher score indicates better outcome.
Depression symptoms: Patient Health Questionnaire-9(PHQ-9)
Time frame: T1 Baseline, T2 End of nine weeks, T3 One-month Follow-up
Scale score ranges from 0 to 3. Higher score indicates higher depression.
Anxiety Symptoms: Generalized Anxiety Disorder-7 (GAD-7)
Time frame: T1 Baseline, T2 End of nine weeks, T3 One-month Follow-up
Scale score ranges from 0 to 3. Higher score indicates higher symptom.
The Short Stress Overload Scale
Time frame: T1 Baseline, T2 End of nine weeks, T3 One-month Follow-up
Scale score ranges from 1 to 5. Higher score indicates higher stress.
Coherence: subscale of the Three Dimensional Meaning in Life Scale (3DM)
Time frame: T1 Baseline, T2 End of nine weeks, T3 One-month Follow-up
Scale score ranges from 1 to 7. Higher score indicates higher meaning.
Purpose: subscale of the Three Dimensional Meaning in Life Scale (3DM)
Time frame: T1 Baseline, T2 End of nine weeks, T3 One-month Follow-up
Scale score ranges from 1 to 7. Higher score indicates higher meaning.
Significance: subscale of the Three Dimensional Meaning in Life Scale (3DM)
Time frame: T1 Baseline, T2 End of nine weeks, T3 One-month Follow-up
Scale score ranges from 1 to 7. Higher score indicates higher meaning.
Trait Forgivingness Scale
Time frame: T1 Baseline, T2 End of nine weeks, T3 One-month Follow-up
Scale score ranges from 1 to 5. Higher score indicates higher forgiveness.
Trait Humility: subscael of Relational Humility Scale
Time frame: T1 Baseline, T2 End of nine weeks, T3 One-month Follow-up
Scale score ranges from 1 to 5. Higher score indicates higher humility.
Cognitive and Affective Mindfulness Scale-Revised (CAMS-R)
Time frame: T1 Baseline, T2 End of nine weeks, T3 One-month Follow-up
Scale score ranges from 1 to 4. Higher score indicates higher mindfulness.
Brief Self-Control Scale
Time frame: T1 Baseline, T2 End of nine weeks, T3 One-month Follow-up
Scale score ranges from 1 to 5. Higher score indicates higher self-control
Brief Resilience Scale
Time frame: T1 Baseline, T2 End of nine weeks, T3 One-month Follow-up
Scale score ranges from 1 to 5. Higher score indicates higher resilience.
Authentic Leadership Inventory (ALI)
Time frame: T1 Baseline, T2 End of nine weeks, T3 One-month Follow-up
Scale score ranges from 1 to 5. Higher score indicates higher level of leadership.
Loneliness: NIH Toolbox Adult Social Relationship Scales
Time frame: T1 Baseline, T2 End of nine weeks, T3 One-month Follow-up
Scale score ranges from 1 to 5. Higher score indicates higher level of loneliness
Transcendent Spirituality: subscale of Trait Sources of Spirituality Scale
Time frame: T1 Baseline, T2 End of nine weeks, T3 One-month Follow-up
Scale score ranges from 1 to 5. Higher score indicates higher level of spirituality
Review the complete result tables and limitations in the official record.
Open official results ↗Research locations (1)
The overall study status and a local site’s status can differ. Confirm that location’s availability before traveling.
1 locations
Universidad del Sinú - Elías Bechara ZainúmMontería, ColombiaStatus unknown
Study team and timeline
- Lead sponsor
- Universidad del Sinú - Elías Bechara Zainúm
- Study start
- Aug 1, 2024 Actual
- Primary completion
- Jun 13, 2025 Actual
- Study completion
- Aug 30, 2025 Actual
- First posted
- Nov 10, 2026 Actual
- Last updated
- Nov 10, 2026 Actual
Official study contacts
No central contact is listed. Check the locations and the official record.
Official study title
Estudiantes Felices y Florecientes
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Source: ClinicalTrials.gov API v2. Information is submitted by sponsors and investigators. NLM does not approve the safety or science of all listed studies. Registry disclaimer.
Retrieved: Nov 12, 2026 · Last registry update: Nov 10, 2026