Helping Middle School Girls at Risk for School Failure Recover Their Confidence and Achieve School Success: An Experimental Study

Autor/in	Mann, Michael J.
Titel	Helping Middle School Girls at Risk for School Failure Recover Their Confidence and Achieve School Success: An Experimental Study
Quelle	In: RMLE Online: Research in Middle Level Education, 36 (2013) 9, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
Schlagwörter	At Risk Students; Academic Failure; Behavior Problems; Middle School Students; Trauma; Program Effectiveness; Mixed Methods Research; Statistical Analysis; Self Esteem; Identification (Psychology); Qualitative Research; Interviews; Adolescent Development; Early Adolescents; Measures (Individuals); Rating Scales; Program Evaluation; Adventure Education; Transfer of Training; Comparative Analysis; Nontraditional Education; Academic Achievement; Florida + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Statistische Analyse; Self-esteem; Selbstaufmerksamkeit; Qualitative Forschung; Interviewing; Interviewtechnik; Messdaten; Rating-Skala; Programme evaluation; Programmevaluation; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Training; Transfer; Ausbildung; Non-traditional education; Alternative Erziehung; Schulleistung
Abstract	Middle school girls who are at risk have experienced a disproportionate number of intense and disruptive traumatic life events. Such events can adversely affect healthy development and often contribute to higher levels of school failure and problem behavior. Few programs focus on helping at-risk middle school girls achieve school success through gender-specific developmental intervention, and little research has examined the outcomes of such programs. This study describes the lifetime histories of trauma and developmental challenge among a sample of at-risk middle school girls and confirms Project Challenge as an effective program for helping girls recover their self-confidence and succeed in school. The quantitative portion of this mixed methods study used a true experimental design. Repeated Measures ANOVA results supported significant differences in: self-confidence, self-esteem, perceived social support, mattering, and identity. Effect size estimates suggested a strong effect on self-confidence; a stronger-than-moderate effect on self-esteem, mattering, and identity; and a moderate effect on perceived social support. Gains in self-confidence, self-esteem, and identity persisted two weeks after treatment. Qualitative interviews confirmed the study's quantitative findings. A one-year follow-up found 35 of 35 participants maintaining successful school outcomes. (As Provided).
Anmerkungen	Association for Middle Level Education. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@amle.org; Web site: http://www.amle.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10