"Skill-Builders": Enhancing Middle School Students' Self-efficacy and Adaptive Learning Strategies in Mathematics

Persistent Link:
http://hdl.handle.net/10150/195751
Title:
"Skill-Builders": Enhancing Middle School Students' Self-efficacy and Adaptive Learning Strategies in Mathematics
Author:
Falco, Lia Denise
Issue Date:
2008
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This dissertation presents findings from a study investigating of the effects of a middle-school intervention, using the "Skill-Builders" curriculum, on participating students' attitudes, self-efficacy, achievement, self-regulated learning, and classroom learning behaviors in mathematics. The main research questions were 1) will a nine week school-counselor-led intervention using the "Skill-Builders" curriculum have a significant effect on the outcome variables of interest, and 2) will the effects be different for females than for males. A repeated measures ANOVA was used to test for differences between conditions and between sexes on all outcome measures. Results from the study demonstrated statistically significant post-intervention differences between students in the experimental and control conditions on their attitudes toward math learning, self-efficacy, achievement, and self-regulated learning behaviors, and the gains made by students in the experimental condition were maintained at follow-up. Students in the control condition showed no changes or declined on measures of attitudes, achievement, self-efficacy, and self-regulated learning behaviors at post-test and follow-up. Results also indicated a significant interaction for sex and condition, which suggests that the intervention had different effects for the participating females than the males. Implications of the findings, within the theoretical framework of the study and within the context of school counseling outcome research, are discussed.
Type:
text; Electronic Dissertation
Keywords:
school counseling intervention; student outcomes; mathematics achievement motivation; gender
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Educational Psychology; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Bauman, Sheri
Committee Chair:
Bauman, Sheri

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.title"Skill-Builders": Enhancing Middle School Students' Self-efficacy and Adaptive Learning Strategies in Mathematicsen_US
dc.creatorFalco, Lia Deniseen_US
dc.contributor.authorFalco, Lia Deniseen_US
dc.date.issued2008en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis dissertation presents findings from a study investigating of the effects of a middle-school intervention, using the "Skill-Builders" curriculum, on participating students' attitudes, self-efficacy, achievement, self-regulated learning, and classroom learning behaviors in mathematics. The main research questions were 1) will a nine week school-counselor-led intervention using the "Skill-Builders" curriculum have a significant effect on the outcome variables of interest, and 2) will the effects be different for females than for males. A repeated measures ANOVA was used to test for differences between conditions and between sexes on all outcome measures. Results from the study demonstrated statistically significant post-intervention differences between students in the experimental and control conditions on their attitudes toward math learning, self-efficacy, achievement, and self-regulated learning behaviors, and the gains made by students in the experimental condition were maintained at follow-up. Students in the control condition showed no changes or declined on measures of attitudes, achievement, self-efficacy, and self-regulated learning behaviors at post-test and follow-up. Results also indicated a significant interaction for sex and condition, which suggests that the intervention had different effects for the participating females than the males. Implications of the findings, within the theoretical framework of the study and within the context of school counseling outcome research, are discussed.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectschool counseling interventionen_US
dc.subjectstudent outcomesen_US
dc.subjectmathematics achievement motivationen_US
dc.subjectgenderen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorBauman, Sherien_US
dc.contributor.chairBauman, Sherien_US
dc.contributor.committeememberMarx, Ronalden_US
dc.contributor.committeememberCrethar, Hughen_US
dc.identifier.proquest2704en_US
dc.identifier.oclc659749710en_US
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