Model
Digital Document
Publisher
Florida Atlantic University
Description
The purpose of this study is to evaluate the impact of the Student Success Skills
(SSS) classroom intervention on grade 5 African American students’ self-regulation, test
anxiety and school attendance. This study analyzed pre-existing, non-identifiable student
data collected by school counselors at 30 elementary schools in South Florida. A
multivariate analysis of covariance (MANCOVA) was used to determine differences in
self-regulation, test anxiety, and school attendance between the students who participated
in the SSS classroom intervention compared to those students who did not participate.
Statistically significant differences were found between groups in all three factors and
support the use of SSS classroom school counseling intervention with grade 5 African
American students. Effect size estimates were reported for each of the measures.
(SSS) classroom intervention on grade 5 African American students’ self-regulation, test
anxiety and school attendance. This study analyzed pre-existing, non-identifiable student
data collected by school counselors at 30 elementary schools in South Florida. A
multivariate analysis of covariance (MANCOVA) was used to determine differences in
self-regulation, test anxiety, and school attendance between the students who participated
in the SSS classroom intervention compared to those students who did not participate.
Statistically significant differences were found between groups in all three factors and
support the use of SSS classroom school counseling intervention with grade 5 African
American students. Effect size estimates were reported for each of the measures.
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