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

Record Type:	Language materials, manuscript : 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.
Description:	1 online resource (161 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1673.
Subject:	School counseling. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (161 pages)

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

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780496813889Subjects--Topical Terms:

1181607
School counseling.
Index Terms--Genre/Form:

554714
Electronic books.

The efficacy of an intensive guidance intervention program to increase academic success of at-risk middle school students.
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100 1 $a Berlanga, Della Thomason. $3 1184491
245 1 4 $a The efficacy of an intensive guidance intervention program to increase academic success of at-risk middle school students.
264 0 $c 2004
300 $a 1 online resource (161 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
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.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a School counseling. $3 1181607
655 7 $a Electronic books. $2 local $3 554714
690 $a 0519
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Texas A&M University - Corpus Christi. $3 1184492
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3134152 $z click for full text (PQDT)