The Effects of the Student Success Skills Program on the Behavioral and Cognitive Engagement of Grade 5 Exceptional Education Students

• Other Authors: Fairclough, Sheresa L. T. (author)
• Format: Others
• Language: English
• Published: Florida Atlantic University
• Subjects: Academic achievement; Affective education; Engagement (Philosophy); Learning strategies; Motivation in education; School improvement programs
• Online Access: http://purl.flvc.org/fau/fd/FA00004659; http://purl.flvc.org/fau/fd/FA00004659

The purpose of this study was to examine non-identifying archival data from the 2012-2013 school year to assess the effect participation in the Student Success Skills (SSS) school counselor-led classroom guidance program (Brigman & Webb, 2010) had on the behavioral and cognitive engagement of grade 5 Exceptional Student Education (ESE) students serviced within the general education classroom setting. Data for this study was collected at three different intervals. School attendance data was collected on students during the 2012, 2013, and 2014 school years when students were enrolled in grades 4, 5, and 6 respectively. Pre-test selfreport data was collected within two weeks prior to implementation of the SSS program. Posttest self-report data was collected within two weeks immediately following completion of the intervention and post-posttest self-report data was collected 30 weeks post-intervention. School counselors and classroom teachers were trained in the SSS program. Students received five 45 minute classroom lessons delivered one week apart followed by three booster sessions delivered one month apart. Lessons were designed to teach cognitive, social, self-management, and test-taking skills. This study followed a randomized controlled trial (RCT) design. For the purposes of this study behavioral engagement was measured by school attendance data. Cognitive engagement was measured by the Test Anxiety and Metacognitive Activity scales of the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich & DeGroot, 1990) and the Self-Regulation of Arousal scale of the Student Engagement in School Success Skills (SESSS) survey (Carey, Webb, Brigman, & Harrington, 2010). A series of multivariate analysis of covariance (MANCOVA) tests were conducted to determine whether or not there were statistically significant differences between the treatment and control groups. While no statistically significant differences were evident on the Metacognitive Activity scale, results indicated a statistically significant decrease in absences and test anxiety for students in the treatment group. Additionally, a statistically significant increase was evident on the Self-Regulation of Arousal scale for students in the treatment group. This study suggests that research-based school counseling programs delivered in small or large groups using inclusionary practices may be beneficial in supporting the academic achievement and social-emotional adjustment of ESE students. === Includes bibliography. === Dissertation (Ph.D.)--Florida Atlantic University, 2016. === FAU Electronic Theses and Dissertations Collection