4 207 MENTAL HEALTH OUTCOMES OF APPLIED GAME MINDLIGHT taught both cognitive (i.e., cognitive restructuring) and behavioural techniques (i.e., relaxation training and exposure). Children received two 1.5-h sessions and six 1-h sessions at school, after regular school hours, once a week, for 8 weeks. Groups consisted of four to seven children and were led by two CBT trainers (Schoneveld et al., 2018). Parents were informed about the progress of their child halfway through the program and after the last session via e-mail. Measures Anxiety Symptoms Children’s anxiety symptoms were measured with the child (45 items) and mother (38 items) versions of the SCAS (Spence 1998). To reduce negative response bias, the child version includes seven positive filler items. All items were rated on a four-point scale: 0 = never, 1 = sometimes, 2 = often, 3 = always. Good convergent validity (Brown-Jacobsen et al., 2011; Muris et al., 2000b) and reliability (Whiteside & Brown 2008) are demonstrated for both the child and the mother version. In our sample, Cronbach’s alphas were 0.90–0.93 for the child version and 0.80–0.84 for the mother version across all time points. Two outcome variables were computed: total anxiety child and total anxiety mother, which are the overall means (with the exception of filler items). Self-Efficacy Children’s self-efficacy was measured with the self-report version of the Self-Efficacy Questionnaire for Children (SEQ-C; Muris, 2001). The 24 items were rated on a five-point scale (0 = very bad, 1 = pretty bad, 2 = not good, not bad, 3 = pretty good, 4 = very good) and represented three domains of self-efficacy: (1) social self-efficacy: perceived capability for assertiveness and peer relationships, (2) academic self-efficacy: perceived capability to fulfil academic expectations, to master academic subjects, and to manage one’s own learning behaviour and (3) emotional self-efficacy: perceived capability to cope with negative emotions. The SEQ-C shows satisfactory internal consistency, reliability and validity (Muris, 2001). In our sample, Cronbach’s alphas were between 0.73–0.84 for academic self-efficacy, between 0.64–0.75 for social self-efficacy, and between 0.79–0.88 for emotional self-efficacy across all time points. Three outcome variables were computed: social, academic and emotional self-efficacy.
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