Language:

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

RMLE online : research in middle level education, 2013-01, Vol.36 (9), p.1-14 [Peer Reviewed Journal]

2013 Association for Middle Level Education 2013 ;Copyright National Middle School Association 2013 ;ISSN: 1940-4476 ;EISSN: 1940-4476 ;DOI: 10.1080/19404476.2013.11462102

Full text available

Citations Cited by

Actions
1. Add to My Research
2. Remove from My Research
3. E-mail
4. Print
5. Permalink
6. Citation
7. EasyBib
8. EndNote
9. RefWorks
10. Delicious
11. Export RIS
12. Export BibTeX

Title:
Helping Middle School Girls at Risk for School Failure Recover Their Confidence and Achieve School Success: An Experimental Study
Author: Mann, Michael J.
Subjects: Academic Achievement ; Academic Failure ; Adolescent Development ; Adventure Education ; At Risk Students ; Behavior ; Behavior Problems ; Child development ; Comparative Analysis ; Confidence ; Design ; Early Adolescents ; Emotional abuse ; Florida ; Identification (Psychology) ; Intervention ; Interviews ; Measures (Individuals) ; Middle School Students ; Mixed Methods Research ; Nontraditional Education ; Program Effectiveness ; Program Evaluation ; Qualitative Research ; Rating Scales ; Self Esteem ; Social support ; Statistical Analysis ; Studies ; Success ; Transfer of Training ; Trauma ; Verbal communication
Is Part Of: RMLE online : research in middle level education, 2013-01, Vol.36 (9), p.1-14
Description: 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.
Publisher: Westerville: Routledge
Language: English
Identifier: ISSN: 1940-4476
EISSN: 1940-4476
DOI: 10.1080/19404476.2013.11462102
Source: AUTh Library subscriptions: ProQuest Central
ERIC Full Text Only (Discovery)
Alma/SFX Local Collection
ROAD: Directory of Open Access Scholarly Resources

Back to results list


INSPIRE LIBRARY - TON DUC THANG UNIVERSITY	(84-028) 37 755 057	Feedback
19 Nguyen Huu Tho St. Dist.7, HCM	thuvien@tdtu.edu.vn	Feedback

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

2013 Association for Middle Level Education 2013 ;Copyright National Middle School Association 2013 ;ISSN: 1940-4476 ;EISSN: 1940-4476 ;DOI: 10.1080/19404476.2013.11462102

Searching Remote Databases, Please Wait