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| 說明 | 1 online resource (161 pages) |
| 文字 | text |
| 無媒介 | computer |
| 成冊 | online resource |
| 附註 | Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1673 |
| Chair: Robert L. Smith |
| Thesis (Ph.D.)--Texas A&M University - Corpus Christi, 2004 |
| Includes bibliographical references |
| Purpose of the study. To improve the educational outcome of students who are at-risk for academic failure, the purpose of this study was to determine the effects that an urban middle school intensive guidance intervention program had on the academic success of Grade 8 at-risk, middle school students |
| Procedure. A random sample of 80 student participants was chosen for this study from the 150 students identified as at-risk. The total number of students in the study included 32 subjects in the treatment group and 31 subjects in the control group for a total of 63 student participants |
| The following measures were implemented during the pre- and post-intervention sessions: (1) Coopersmith Self-Esteem Inventories (SEI) was used to measure the level of self-esteem; (2) Piers-Harris Children's Self-Concept Inventory 2 (PHCSCI) was used to measure the level of self-concept; (3) the grade point average (GPA) of the core curriculum courses (English, Mathematics, Social Studies, Science) was used to measure academic achievement; (4) the number of days absent was used to measure attendance; and (5) the total number of times students were referred for (a) in-school suspension; (b) suspension; and (c) removals/expulsions was used to measure behavior |
| Findings. A multivariate analysis of variance was used to test all five hypotheses with treatment as a between factor measure and pre-/post-treatment as a repeated factor measure. Focus within subjects' contrast was used to determine the treatment effects. Accounting of significant treatment (condition) by pre-/post-interaction contrast allowed the conclusion that the treatment effected change on a given dependent variable. An alpha level of .05 was used for the tests. The results showed a significant interaction between the experimental and control groups in the following areas: (a) self-esteem based on the CSEI total scores, F (1, 61) = 10.2 p < .002; (b) self-concept based on the PHCSCS scores, F (1,61) = 48.4 p < .001; and (c) academic achievement scores based on the grade point average of the core curriculum courses, F (1, 61) = 10.98 p < .002. The results of the multivariate analysis tests on attendance and appropriate behavior showed no significant difference between the experimental and the control groups |
| The primary implication of this research for schools is that an intensive guidance intervention program does hold promise. By utilizing a cognitive-behavioral classroom guidance curriculum combined with supportive and individualized solution-focused counseling sessions, there is a definite effect on students' self-esteem and a contribution to students' successful academic performances |
| Electronic reproduction. Ann Arbor, Mich. : ProQuest, 2018 |
| Mode of access: World Wide Web |
| 主題 | School counseling |
| Electronic books. |
| 0519 |
| ISBN/ISSN | 9780496813889 |
