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Title: The Effects of the Student Success Skills Classroom Program on Self-Regulation, School Attendance, and Test Anxiety on Hispanic Fifth-Grade Students.
Creator: Bottini, Cheryl L., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study was to evaluate the effect of a school counselor led classroom intervention, Student Success Skills (SSS) program (Brigman & Webb, 2010), on Grade 5 Hispanic student’s self-regulation, school attendance, and test anxiety. The study used non identifying archival data from a random controlled trial (RCT) collected at 30 elementary schools in one school district during the school year 2012-2013. Attendance was collected at the end of the school year when students...
Show moreThe purpose of this study was to evaluate the effect of a school counselor led classroom intervention, Student Success Skills (SSS) program (Brigman & Webb, 2010), on Grade 5 Hispanic student’s self-regulation, school attendance, and test anxiety. The study used non identifying archival data from a random controlled trial (RCT) collected at 30 elementary schools in one school district during the school year 2012-2013. Attendance was collected at the end of the school year when students completed Grades 4, 5, and 6. Data were collected at three points: pretest, posttest1, and posttest 2. A series of multivariate analysis of covariance (MANCOVA) tests and univariate analyses were conducted to determine statistical significance between the treatment group and comparison group in self- regulation, school attendance, and test anxiety. Effect sizes using a partial eta square were calculated for each dependent variable. The results support the Student Success Skills (SSS) classroom program (Brigman & Webb, 2010) implemented by certified school counselors was documented.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004897, http://purl.flvc.org/fau/fd/FA00004897
Subject Headings: Motivation in education., Hispanic Americans--Education., Minority students--Social conditions., Minorities--Education--United States., Educational counseling., Academic achievement., Educational equalization., School improvement programs.
Format: Document (PDF)

Title: The adaptability of academic advising teams in higher education.
Creator: McFarland, Leigh A., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this single site case study was to identify how four advising teams in a medium-sized public university adapt to the changes presented to them and what role leadership and culture play in that adaptation. This was accomplished through analysis of advisor and administrator interviews, office and meeting observations, and reviews of documents relating to advising and university changes in curriculum and systems. The study was guided by team culture and the five core adaptation...
Show moreThe purpose of this single site case study was to identify how four advising teams in a medium-sized public university adapt to the changes presented to them and what role leadership and culture play in that adaptation. This was accomplished through analysis of advisor and administrator interviews, office and meeting observations, and reviews of documents relating to advising and university changes in curriculum and systems. The study was guided by team culture and the five core adaptation strategies described by Eckel and Kezar (2003). The study indicates that although part of the same institution, each advising team has a unique culture and approach to doing their work. In turn each team has a different approach to their adaptation to the change that affects them. The study began with an examination of how and if the advising teams use the five core adaptation strategies described by Eckel and Kezar (2003). It was found that these adaptation strategies were not utilized because they require authority and the advisors do not have the organizational control necessary to use these strategies. However, the study revealed that the advising teams adapt to their environment through coping mechanisms depending on the type of adaptation. It was also found that the responses the advising teams have to particular change events depends on when they find out about the change as well as the culture and leadership of the teams. Consequently, their resilience to changes is a result of their ability to either absorb the change or alter their system quickly in reaction to the change. Implications are presented for universities and the advising teams in addition to recommendations for future study.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3333060
Subject Headings: Organizational behavior, Counseling in higher educations, Student-administrator relationships, Faculty advisors, Universities and colleges, Administration, Educational leadership
Format: Document (PDF)

Title: The Impact of Ready to Learn, A School Counselor-Led Intervention on Pro-Social Skills and Reading Skills of First Grade Students.
Creator: Cohen, Laura J, Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study was to examine differences in pro-social behaviors and reading skills between a treatment group of first grade students who received the Ready to Learn (Brigman, Lane, & Lane, 2008) intervention, delivered by a certified professional school counselor, and a comparison group of first grade students who did not receive this intervention. Counselors in the treatment group were trained in the proper implementation of the manualized Ready to Learn program during a...
Show moreThe purpose of this study was to examine differences in pro-social behaviors and reading skills between a treatment group of first grade students who received the Ready to Learn (Brigman, Lane, & Lane, 2008) intervention, delivered by a certified professional school counselor, and a comparison group of first grade students who did not receive this intervention. Counselors in the treatment group were trained in the proper implementation of the manualized Ready to Learn program during a professional development session. They were also trained in other study-related procedures, such as the online check-in tool and the regular site visits by the researcher. The study followed a quasi-experimental design. The Child Behavior Scale (CBS; Ladd, Herald-Brown & Andrews, 2009) was used to measure pro-social behaviors, and Rigby Running Records (Rigby, 2010) was used to assess reading skills. A series of analyses of variance (ANOVAs) were performed to deter mine whether or not there were statistically significant differences between the treatment and comparison group. An analysis of covariance (ANCOVA) using a pretest score as the covariate was performed to test significance in the difference of reading scores. Results indicate a statistically significant increase in pro-social with peers behaviors, as well as statistically significant decreases in hyperactive and distractible behaviors as well as excluded by peers indicators for the treatment group.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004579, http://purl.flvc.org/fau/fd/FA00004579
Subject Headings: United States.--No Child Left Behind Act of 2001., Personality assessment of children., Readiness for school., Educational counseling., Achievement in education., Education, Primary., School improvement programs.
Format: Document (PDF)

Title: The effect of a classroom intervention on adolescent wellness, success skills, and academic performance.
Creator: Wirth, Jacqueline Lee-Russell., College of Education, Department of Counselor Education
Abstract/Description: This study sought to measure the impact of an evidence-based school guidance counseling curriculum. Student Success Skills (Brigman & Webb, 2010),on : (a) wellness factors for early adolescences, (b) engagement in school success skills, and (c) grades in core subject areas of language arts, mathematics, science, and social studies, reported at nine-week intervals. ... The results of this study provide a link between the collaboration between school counselors and teachers when delivering...
Show moreThis study sought to measure the impact of an evidence-based school guidance counseling curriculum. Student Success Skills (Brigman & Webb, 2010),on : (a) wellness factors for early adolescences, (b) engagement in school success skills, and (c) grades in core subject areas of language arts, mathematics, science, and social studies, reported at nine-week intervals. ... The results of this study provide a link between the collaboration between school counselors and teachers when delivering classroom guidance interventions on wellness behaviors in adolescents. More research in needed on the impact of school counseling curriculum programs on early adolescent wellness, engagement in school success strategies, and improved academic achievement.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3356900
Subject Headings: Educational counseling, Motivation in education, Achievement in education, Adjustment (Psychology) in adolescence, Behavior modification, Methodology, Self-management (Psychology) for teenagers
Format: Document (PDF)

Title: Students' preference for online versus face-to-face academic advising based on individual learning styles.
Creator: Tuck, Jess Everet., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine students' preferred methods of academic advising services and whether they related to their individual learning styles. The first objective of the study was to determine each participant's learning style. The second objective of the study was to determine which method of academic advising each participant preferred. The third objective of the study was to determine whether a relationship existed between the participants' learning styles and preferred...
Show moreThe purpose of this study was to examine students' preferred methods of academic advising services and whether they related to their individual learning styles. The first objective of the study was to determine each participant's learning style. The second objective of the study was to determine which method of academic advising each participant preferred. The third objective of the study was to determine whether a relationship existed between the participants' learning styles and preferred methods of academic advising. Additionally, the moderating effect of gender, ethnicity, college major, high school grade point average (GPA), location, and employment on the relationship was considered. Students' learning styles were measured by the Barsch Learning Style Inventory (BLSI). Academic advising preference and demographic information were gathered through a researcher-designed questionnaire. All students (N=1,184) who completed the Online Advising & Registration System (OARS) were cont acted via e-mail and received a web link to the BLSI and student questionnaire. Data from the students (n=172) who completed the BLSI and student questionnaire were analyzed. Correlation and multiple regression analysis were used to analyze the quantitative data. A qualitative analysis of four open-ended survey questions was completed. The results found no relationship between participants' learning styles and their preferred methods of academic advising services. Additionally, gender, ethnicity, college major, high school GPA, location, and employment did not moderate the relationship between participants' learning styles and their preferred methods of academic advising services. The findings suggest that a student's learning style is not associated with his or her preference for type of advising., Furthermore, this lack of relationship did not change as a function of gender, ethnicity, college major, high school GPA, location, and employment.Recommedatations are provided for researchers and practitioners to further contribute to the literature and practice concerning academic advising preference and learning style.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/216409
Subject Headings: Educational change, Education, Higher, Effect of technological innovations on, Counseling in higher education, Computer network resources, Faculty advisors, Computer network resources, Student-administrator relationships, Evaluation
Format: Document (PDF)

Title: Web-based academic advising system.
Creator: Ding, Xundong., Florida Atlantic University, Hsu, Sam, Marques, Oge
Abstract/Description: Academic advising is an important and time-consuming task and different tools and techniques can be used to make it an effective and efficient process. This thesis describes the design and development of a Web-based advising system that supplements the conventional advising process. The goals of the system include: to minimize repetitive tasks performed by advisors, to encourage students to adopt a proactive attitude towards advising, to make advising-related information available to remote...
Show moreAcademic advising is an important and time-consuming task and different tools and techniques can be used to make it an effective and efficient process. This thesis describes the design and development of a Web-based advising system that supplements the conventional advising process. The goals of the system include: to minimize repetitive tasks performed by advisors, to encourage students to adopt a proactive attitude towards advising, to make advising-related information available to remote students in a single place, in electronic format, and to minimize inconsistencies in the advising process. The system supports three different types of users (students, advisors, and secretaries). This thesis proposes a new Web-based advising system model. It also presents its architecture and an implementation of a prototype. Web-based advising system introduces a new approach towards advising over the Internet. Lessons learned from various experiments of the prototype are discussed in this thesis.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/12880
Subject Headings: Counseling in higher education--Computer network resources, World Wide Web, Faculty advisors--Computer network resources
Format: Document (PDF)

Title: The effects of a culturally translated school counselor-led intervention on the academic achievement of fourth and fifth grade Haitian students.
Creator: Jean-Jacques, Velouse Jean-Pierre., College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in...
Show moreThe purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in grades 4 and 5 after receiving training from the study researcher. A series of ANOVA and ANCOVA analyses then were conducted to determine whether there were significant differences between the treatment group, the comparison group 1, and the comparison group 2 in reading and math using the Florida Comprehensive Assessment Test (FCAT) as a benchmark. Statistically significant differences were found between: (a) the treatment group and comparison group 1 in reading, (b) the treatment group and vii comparison group 2 in reading, and (c) between both comparison group 1 and comparison group 2 in reading. This study provides empirical support showing that students who are taught key cognitive and self management skills in their native language can begin to close the academic gap regardless of their language background. Furthermore, it supports the positive impact school counselors can have on student success by implementing an evidence-based program.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3332255
Subject Headings: Florida Comprehensive Assessment Test, Achievement in education, Motivation in education, Children of immigrants, Education, School improvement programs, Educational counseling
Format: Document (PDF)

Title: A neuropsychological examination of the effects of mindfulnesss meditation in elementary school children.
Creator: Klco, Sara Elizabeth., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Many recent studies have confirmed that mindfulness meditation has wide ranging potential to improve the mental health and well-being of adults, though few studies have explored its potential to help younger populations. In the current study, a sample of 4th and 2nd grade students was trained in the techniques of mindfulness meditation. Baseline electroencephalograms (EEGs) were taken before the training, and again after a 10 week period of daily meditation practice. Measures of attention,...
Show moreMany recent studies have confirmed that mindfulness meditation has wide ranging potential to improve the mental health and well-being of adults, though few studies have explored its potential to help younger populations. In the current study, a sample of 4th and 2nd grade students was trained in the techniques of mindfulness meditation. Baseline electroencephalograms (EEGs) were taken before the training, and again after a 10 week period of daily meditation practice. Measures of attention, creativity, affect, depression, behavioral inhibition/activation, emotion regulation, impulsive/aggressive behaviors, and social anxiety were also administered before and after the meditation practice period. Results indicate that mindfulness meditation produces increased relative left-frontal alpha activation, a brain pattern that has been associated with increased positive affect and more adaptive coping responses to aversive events. Significant post-meditation improvements in depression and creativity were also found in the experimental condition.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2100574
Subject Headings: Education, Humanistic, Meditation, Health aspects, Medicine, Psychosomatic, Mind and body, Self-esteem in children, Neuropsychology, Children, Counseling of, Creative thinking in children
Format: Document (PDF)

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.
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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: Effects of academic advisor attire on community college student satisfaction with academic advising.
Creator: Beck, Rebecca Celeste, Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: The major purpose of this study was to determine if the attire of academic advisors would significantly affect students' satisfaction with their academic advisors. Academic advisors wore three types of attire: professional, casual, and a special uniform. The major concern was to determine if the student's first impression, as influenced by attire, of the academic advisor was significant in terms of satisfaction with the advising process. Data collected from 363 community college students were...
Show moreThe major purpose of this study was to determine if the attire of academic advisors would significantly affect students' satisfaction with their academic advisors. Academic advisors wore three types of attire: professional, casual, and a special uniform. The major concern was to determine if the student's first impression, as influenced by attire, of the academic advisor was significant in terms of satisfaction with the advising process. Data collected from 363 community college students were analyzed using analysis of variance (ANOVA). Based upon the statistical analyses, the researcher failed to reject all the null hypotheses. The attire of the academic advisors did not significantly affect the students' rating of satisfaction as measured by the sum of scores on the Student Evaluation of Counselor/Academic Advisor Form. There were no significant interactions between attire and age, attire and gender, and attire and race/ethnic origin. The major conclusion that can be drawn from this study is that student satisfaction with academic advisors is not significantly affected by the academic advisor's attire. Neither age, gender nor race/ethnic origin of the community college student had any impact or interaction with attire on satisfaction with the academic advisor. The literature review made a compelling statement that academic advisors do make a difference in retention of students. Future research could determine how the attire (casual, professional or uniform) of the academic advisor impacts the productivity of the institution, student satisfaction and how the dress of the academic advisor impacts the academic advisors' view of their competence, comfort and rapport with the student. Use of a semantic differential survey instrument could be employed. Perception of academic advisor's attire may be more complex than previously thought. The information obtained from this study may be more useful as stimuli to encourage further investigation.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12499
Subject Headings: Palm Beach Community College
Format: Document (PDF)

FAU Theses and Dissertations (29)	+ -
FAU Graduate Student Research (1)	+ -

Educational counseling (12)	+ -
Achievement in education (5)	+ -
Motivation in education (4)	+ -
Counseling in higher education (3)	+ -
Academic achievement (2)	+ -

Counseling in adult education--Florida (2)	+ -
Counseling in elementary education (2)	+ -
Counseling in middle school education (2)	+ -
Educational counseling. (2)	+ -
Faculty advisors (2)	+ -
School improvement programs (2)	+ -
School improvement programs. (2)	+ -
Student-administrator relationships (2)	+ -
Academic achievement. (1)	+ -
Achievement in education. (1)	+ -
Activism (1)	+ -
Adjustment (Psychology) in adolescence (1)	+ -
Administration (1)	+ -
Adolescent psychology (1)	+ -
Adolescent psychopathology (1)	+ -
Affective education (1)	+ -
African American students -- Education (1)	+ -
Behavior modification (1)	+ -
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Children, Counseling of (1)	+ -
Cognitive Behavioral Therapy (1)	+ -
Community colleges (1)	+ -
Computer network resources (1)	+ -

United States (3)	+ -
Clothing and dress--Social aspects--Florida--Palm Beach--Case studies (1)	+ -
Community college students--Florida--Palm Beach--Case studies (1)	+ -
Counseling in higher education--Florida--Palm Beach--Case studies (1)	+ -
Faculty advisors--Florida--Palm Beach--Case studies (1)	+ -

Florida (1)	+ -
States (1)	+ -
Work clothes--Florida--Palm Beach--Case studies (1)	+ -

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