Students following a preparatory vocational education track seem most in need of an intervention stimulating their competencies and preventing the development of problems in the intrapersonal and interpersonal domain. The aim of the present study was to examine, first, whether Rock & Water, a social emotional learning intervention that uses active forms of learning, is effective in improving students' competencies and preventing problems in the intra- and interpersonal domain, and second, whether intervention effects were influenced by the extent to which multiple systems are involved in the intervention. We conducted a randomized controlled trial with a sample of 7th grade students (N = 1299, M_age = 12.38, 54% boys). Students reported on outcomes of the intra- and interpersonal domains using digital questionnaires. The data were analyzed with Latent Growth Curve models. Results showed that the intervention was most effective when only a core team of teachers was involved in the intervention. The intervention improved several proximal outcomes (i.e., self-control and emotional self-regulation) and distal outcomes in students' intrapersonal and interpersonal domains. The intervention effects were strongest, albeit moderate, in the first year of the intervention. These results show that interventions with an active form of learning and implemented by a core team might be promising interventions for prevocational students, although effort should be put in increasing its effectiveness.

参加预备职业教育课程的学生似乎最需要干预，以激发他们的能力并防止个人和人际关系领域的问题发展。本研究的目的首先是检验 Rock & Water 这种使用主动学习形式的社会情感学习干预是否能有效提高学生的能力并预防内部和人际关系领域的问题，其次，干预效果是否受到干预中涉及多个系统的程度的影响。我们进行了一项随机对照试验，样本为 7 年级学生（N  = 1299，M_年龄 = 12.38，54% 男孩）。学生使用数字问卷报告了内部和人际领域的结果。使用潜在增长曲线模型分析数据。结果表明，只有核心教师团队参与干预时，干预最为有效。干预改善了学生的人际关系和人际关系领域的几个近端结果（即自我控制和情绪自我调节）和远端结果。在干预的第一年，干预效果最强，尽管中等。这些结果表明，具有积极学习形式并由核心团队实施的干预措施可能是对职前学生的有希望的干预措施，尽管应努力提高其有效性。