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- Title
- The effect of student participation in student success skills on pro-social and bullying behavior.
- Creator
- Mariani, Melissa A., College of Education, Department of Counselor Education
- Abstract/Description
-
The purpose of the current study was to examine differences in pro-social behaviors, bullying behaviors, engagement in school success skills, and perceptions of classroom climate between grade 5 students in the treatment group who received the Student Success Skills (SSS) classroom guidance program (Brigman & Webb, 2010) and grade 5 students in the comparison group who did not receive the intervention. School counselors in the treatment schools implemented SSS with students in grade 5 after...
Show moreThe purpose of the current study was to examine differences in pro-social behaviors, bullying behaviors, engagement in school success skills, and perceptions of classroom climate between grade 5 students in the treatment group who received the Student Success Skills (SSS) classroom guidance program (Brigman & Webb, 2010) and grade 5 students in the comparison group who did not receive the intervention. School counselors in the treatment schools implemented SSS with students in grade 5 after being trained in the manualized use of the program and other study-related procedures. The study followed a pre-post quasi-experimental design employing various self-report measures of behavior (PRQ, SE-SSS, MCI-SFR, and TMCI-SF). A series of ANOVA and ANCOVA analyses were then conducted to determine if there were statistically significant differences between the groups. Effect size estimates were also calculated for each measure. The data supported the SSS classroom guidance program as a viable intervention for positively affecting student behavior. Significant differences were noted between the treatment and comparison schools in the following areas: (a) increased pro-social behaviors, (b) decreased bullying behaviors, (c) increased engagement in school success skills, and (d) student perceptions of improved classroom climate. This study provides empirical support showing that students who are taught skills in key areas evidence benefits across several outcomes. The study also indicates that aggressive behaviors, like bullying, can be influenced by programs that do not specifically target those behaviors. Furthermore, it supports the positive impact school counselors can have on student success by implementing an evidence-based program.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3318678
- Subject Headings
- Academic achievement, Bullying in schools, Psychological aspects, Educational counseling, Social skills in children, Self-management (Psychology) for children
- Format
- Document (PDF)
- Title
- DEVELOPMENT OF THE STUDENT ENGAGEMENT IN SOCIAL–EMOTIONAL LEARNING SKILLS (SE-SELS) SURVEY: AN ASSESSMENT TOOL TO MEASURE STUDENTS’ USE OF SEL SKILLS.
- Creator
- Farmanara-Kneidel, Lilia, Mariani, Melissa A., Florida Atlantic University, Department of Counselor Education, College of Education
- Abstract/Description
-
The purpose of this study was to develop and explore the factor structure of the Student Engagement in Social–Emotional Learning Skills (SE-SELS) survey, a newly designed assessment that assesses students’ knowledge and use of five social–emotional learning skills (self-awareness, self-management, social awareness, relationship skills and responsible decision making) aligned with the framework of the Collaborative for Academic, Social, and Emotional Learning. The SE-SELS survey includes 20...
Show moreThe purpose of this study was to develop and explore the factor structure of the Student Engagement in Social–Emotional Learning Skills (SE-SELS) survey, a newly designed assessment that assesses students’ knowledge and use of five social–emotional learning skills (self-awareness, self-management, social awareness, relationship skills and responsible decision making) aligned with the framework of the Collaborative for Academic, Social, and Emotional Learning. The SE-SELS survey includes 20 items and takes approximately 5 min to complete. Participants were 359 students in Grades 6–8 at one university-affiliated laboratory school serving students in kindergarten through eighth grade. The instrument was explored through exploratory factor analysis, which determined that the strengths of relationships among variables was satisfactory and that the model overall had strong internal reliability (α = .90). All items were retained for the final SE-SELS survey (.41 ≤ α ≤ .75). Items linked to the relationship skills component and the self-management component were merged to create a four-factor model, which ABSTRACT was a better fit for the data overall and retained all five components addressed by the SESELS survey. There is at present a lack of reliable and valid instruments that measure the effectiveness of interventions and student outcomes related to social–emotional learning. The SE-SELS survey can thus help school counselors and other educators to determine the impact of social–emotional learning interventions and provide baseline and growth data for students. Follow-up studies are needed to support the reliability and validity of the SE-SELS survey.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00013997
- Subject Headings
- Educational counseling, Exploratory factor analysis
- Format
- Document (PDF)