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The efficacy of an intensive guidanc...

Berlanga, Della Thomason.

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The efficacy of an intensive guidance intervention program to increase academic success of at-risk middle school students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The efficacy of an intensive guidance intervention program to increase academic success of at-risk middle school students./
Author:	Berlanga, Della Thomason.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2004,
Description:	161 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1673.
Contained By:	Dissertation Abstracts International65-05A.
Subject:	School counseling. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3134152
ISBN:	9780496813889

The efficacy of an intensive guidance intervention program to increase academic success of at-risk middle school students.
Berlanga, Della Thomason.

The efficacy of an intensive guidance intervention program to increase academic success of at-risk middle school students. - Ann Arbor : ProQuest Dissertations & Theses, 2004 - 161 p.

Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1673.

Thesis (Ph.D.)--Texas A&M University - Corpus Christi, 2004.

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.

ISBN: 9780496813889Subjects--Topical Terms:

2144793
School counseling.

The efficacy of an intensive guidance intervention program to increase academic success of at-risk middle school students.
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020 $a 9780496813889
035 $a (MiAaPQ)AAI3134152
035 $a AAI3134152
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100 1 $a Berlanga, Della Thomason. $3 3345522
245 1 4 $a The efficacy of an intensive guidance intervention program to increase academic success of at-risk middle school students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2004
300 $a 161 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1673.
500 $a Chair: Robert L. Smith.
502 $a Thesis (Ph.D.)--Texas A&M University - Corpus Christi, 2004.
520 $a 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.
520 $a 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.
520 $a 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.
520 $a 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.
520 $a 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.
590 $a School code: 1417.
650 4 $a School counseling. $3 2144793
690 $a 0519
710 2 $a Texas A&M University - Corpus Christi. $3 1023294
773 0 $t Dissertation Abstracts International $g 65-05A.
790 $a 1417
791 $a Ph.D.
792 $a 2004
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3134152