Connectedness and Self-Regulation as Constructs of the Student Success Skills Program in Inner-City African American Elementary School Students

Autor/inn/en	Lemberger, Matthew E.; Clemens, Elysia V.
Titel	Connectedness and Self-Regulation as Constructs of the Student Success Skills Program in Inner-City African American Elementary School Students
Quelle	In: Journal of Counseling & Development, 90 (2012) 4, S.450-458 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-9633
DOI	10.1002/j.1556-6676.2012.00056.x
Schlagwörter	African American Students; Control Groups; Elementary School Students; Group Counseling; Intervention; Grade 4; Grade 5; Pretests Posttests; Scores; Metacognition; School Counseling; Executive Function; Academic Achievement; School Counselors; Effect Size; School Districts; Experimental Groups; Short Term Memory + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Gruppenberatung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; School counselling; Pädagogische Beratung; Schulleistung; School counselor; Beratungslehrer; Pädagogischer Berater; School district; Schulbezirk; Kurzzeitgedächtnis
Abstract	The authors evaluated a small-group counseling intervention, Student Success Skills, provided to 53 inner-city, 4th- and 5th-grade African American students. Compared with the control group, students who received the treatment reported significant changes in metacognitive skill and feelings of connectedness to school. Furthermore, treatment-group students received higher posttest change scores on certain executive functioning subscale items, as reported by their classroom teachers. Implications for counseling practice are presented. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10