Skill-Builders: Improving Middle School Students' Self-Beliefs for Learning Mathematics

Autor/inn/en	Falco, Lia D.; Crethar, Hugh; Bauman, Sheri
Titel	Skill-Builders: Improving Middle School Students' Self-Beliefs for Learning Mathematics
Quelle	In: Professional School Counseling, 11 (2008) 4, S.229-235 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2409
Schlagwörter	Mathematics Education; Student Attitudes; Scores; School Counselors; Self Concept; Self Esteem; Mathematics Skills; Middle School Students; Counselor Role; Attitude Change; Program Effectiveness; Student Motivation; Gender Differences; Grade 6; Arizona + Suchen Sie Ihr Suchwort? Mathematische Bildung; Schülerverhalten; School counselor; Beratungslehrer; Pädagogischer Berater; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Attitudinal change; Einstellungsänderung; Schulische Motivation; Geschlechterkonflikt; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	This article presents findings from a pilot study that examined the effect of a school counselor-led intervention, using the "Skill-Builders" curriculum, on middle-school students' attitudes toward mathematics learning. Results from the current study demonstrated that students who received the Skill-Builders curriculum had significantly higher posttest scores on a measure of attitudes toward mathematics learning, including self-confidence, value, enjoyment, and motivation. Females in the Skill-Builders group improved significantly more than their male classmates. Implications and directions for future research are discussed. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	American School Counselor Association. 1101 King Street Suite 625, Alexandria, VA 22314. Tel: 703-683-2722; Fax: 703-683-1619; Web site: http://www.schoolcounselor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10