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The Effects of the Student Success Skills Classroom Program on Self-Regulation, School Attendance, and Test Anxiety on Hispanic Fifth-Grade Students
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)
Socio-Cultural Leadership: An Innovative Model For School Leadership
Title
Socio-Cultural Leadership: An Innovative Model For School Leadership.
Creator
Blackburn, Desmond K., Bogotch, Ira, Florida Atlantic University
Abstract/Description
The conceptual framework of this study suggested that Socio-Cultural Leadership was composed of the following four factors: Instructional Domain, Emotional Domain, Community Domain, and Cultural Domain. Furthermore, it was posed that these factors, collectively and independently, directly impacted student achievement in schools ofhigh poverty. From this framework, the Socio-Cultural Leadership Questionnaire was developed (SCLQ). The research questions that guided this study were: 1. Do the...
Show moreThe conceptual framework of this study suggested that Socio-Cultural Leadership was composed of the following four factors: Instructional Domain, Emotional Domain, Community Domain, and Cultural Domain. Furthermore, it was posed that these factors, collectively and independently, directly impacted student achievement in schools ofhigh poverty. From this framework, the Socio-Cultural Leadership Questionnaire was developed (SCLQ). The research questions that guided this study were: 1. Do the items of the survey instrument divide into the four domains as described? 2. What is the relationship, collectively and independently, between SocioCultural Leadership and student achievement in high-poverty schools? 3. Is the frequency in observed principal behaviors different between lowperforming and high-performing schools? Therefore, the purpose of this study was to, via exploratory factor analysis; verify that these four factors existed as described and to, via regression analysis, find the direct relationship between the resulting factors and student achievement in high poverty schools. High poverty schools were defined as schools where 50 percent ( 40 percent for high schools) or more of the student population participated the federally funded Free and/or Reduced Price Lunch Program. This study also sought to differentiate these findings according to the performance levels of the schools sampled. The pilot study, the descriptive statistics, the principal components analysis, and the measures of internal consistency, all provided the researcher with empirical evidence to establish the reliability and validity of specific SCLQ items along with the significance of the resulting factors. Two of the five SCLQ subscales that resulted from the factor analysis, OP (outreach to parents) and MIPD (management of instructional process detractors), positively correlated with student achievement in the total sample (n = 903). There is a less than 5 percent chance that these findings were due to a Type I sampling error. Finally, principals in high-performing schools exhibited behaviors indicated by subscales OP (outreach to parents) and MIPD (management of instructional process detractors) significantly more than principals in low-performing schools.
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Date Issued
2006
PURL
http://purl.flvc.org/fau/fd/FA00000650
Subject Headings
Academic achievement--Cross-cultural studies, Minority students--Social conditions, Motivation in education
Format
Document (PDF)