Falco, Lia Denise

dc.contributor.advisor	Bauman, Sheri	en_US
dc.contributor.author	Falco, Lia Denise
dc.creator	Falco, Lia Denise	en_US
dc.date.accessioned	2011-12-06T14:05:48Z
dc.date.available	2011-12-06T14:05:48Z
dc.date.issued	2008	en_US
dc.identifier.uri	http://hdl.handle.net/10150/195751
dc.description.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.
dc.language.iso	EN	en_US
dc.publisher	The University of Arizona.	en_US
dc.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.	en_US
dc.subject	school counseling intervention	en_US
dc.subject	student outcomes	en_US
dc.subject	mathematics achievement motivation	en_US
dc.subject	gender	en_US
dc.title	"Skill-Builders": Enhancing Middle School Students' Self-efficacy and Adaptive Learning Strategies in Mathematics	en_US
dc.type	text	en_US
dc.type	Electronic Dissertation	en_US
dc.contributor.chair	Bauman, Sheri	en_US
dc.identifier.oclc	659749710	en_US
thesis.degree.grantor	University of Arizona	en_US
thesis.degree.level	doctoral	en_US
dc.contributor.committeemember	Marx, Ronald	en_US
dc.contributor.committeemember	Crethar, Hugh	en_US
dc.identifier.proquest	2704	en_US
thesis.degree.discipline	Educational Psychology	en_US
thesis.degree.discipline	Graduate College	en_US
thesis.degree.name	PhD	en_US
refterms.dateFOA	2018-08-14T08:29:22Z
html.description.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.