Elizabeth Villares, Hannah Bowers, Greg Brigman, Cheryl Bottini
{"title":"The effects of Student Success Skills on attendance and emotion regulation","authors":"Elizabeth Villares, Hannah Bowers, Greg Brigman, Cheryl Bottini","doi":"10.1002/jcad.12503","DOIUrl":null,"url":null,"abstract":"<p>This study examines the effects of the Student Success Skills (SSS) intervention, an Advocating Student-within-Environment-informed intervention, on Hispanic students’ (<i>N</i> = 681) school attendance and emotion regulation. The study variables reflected students’ attendance, self-regulation, and test anxiety. The school counselors in the treatment group (<i>n</i> = 15) delivered the SSS program, while those in the control group (<i>n</i> = 15) did not. The results of multivariate analyses of covariance (MANCOVA) tests revealed significant differences in school attendance and test anxiety 30 weeks following the fifth SSS lesson. Statistical significance for self-regulation was found only 2 weeks after the fifth SSS lesson.</p>","PeriodicalId":48104,"journal":{"name":"Journal of Counseling and Development","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Counseling and Development","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/jcad.12503","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, APPLIED","Score":null,"Total":0}
引用次数: 0
Abstract
This study examines the effects of the Student Success Skills (SSS) intervention, an Advocating Student-within-Environment-informed intervention, on Hispanic students’ (N = 681) school attendance and emotion regulation. The study variables reflected students’ attendance, self-regulation, and test anxiety. The school counselors in the treatment group (n = 15) delivered the SSS program, while those in the control group (n = 15) did not. The results of multivariate analyses of covariance (MANCOVA) tests revealed significant differences in school attendance and test anxiety 30 weeks following the fifth SSS lesson. Statistical significance for self-regulation was found only 2 weeks after the fifth SSS lesson.
期刊介绍：
Journal of Counseling & Development publishes practice, theory, and research articles across 18 different specialty areas and work settings. Sections include research, assessment and diagnosis, theory and practice, and trends.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
