Longitudinal Examination of Aggression and Study Skills From Middle to High School: Implications for Dropout Prevention

2018 ◽  
Vol 88 (3) ◽  
pp. 246-252 ◽  
Author(s):  
Pamela Orpinas ◽  
Katherine Raczynski ◽  
Hsien-Lin Hsieh ◽  
Lusine Nahapetyan ◽  
Arthur M. Horne
Keyword(s):  
High School ◽  
Dropout Prevention ◽  
Study Skills ◽  
Longitudinal Examination

Longitudinal Examination of Aggression and Study Skills: Implications for School-Dropout Prevention

2013 ◽  
Author(s):  
Pamela Orpinas ◽  
Katherine A. Raczynski ◽  
Hsien-Lin Hsieh ◽  
Arthur Horne
Keyword(s):  
Dropout Prevention ◽  
Study Skills ◽  
School Dropout ◽  
Longitudinal Examination

Feasibility and Acceptability of Classroom-Based Interventions for Students With Emotional/Behavioral Challenges at the High School Level

2016 ◽  
Vol 19 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Talida M. State ◽  
Judith R. Harrison ◽  
Lee Kern ◽  
Timothy J. Lewis
Keyword(s):  
High School ◽  
High School Students ◽  
Study Skills ◽  
School Level ◽  
Future Research ◽  
Individual Student ◽  
High School Level ◽  
School Students ◽  
Behavioral Challenges ◽  
Organizational Skills

Little is known about the feasibility and acceptability of interventions designed to address the needs of high school students with emotional and behavioral challenges and adopted by their teachers. In this study, 336 general and special education teachers rated classwide interventions (e.g., expectations, routines, positive student–teacher interactions [PSTI]) and individual student interventions (e.g., study skills, organizational skills) in terms of priority, feasibility, and acceptability before implementation. Teachers who implemented the interventions rated their acceptability post-implementation. Results indicated that acceptability ratings varied across interventions, and it appeared that teachers rated interventions that required the least amount of time to implement (e.g., PSTI) most acceptable and those that required the most time for implementation (e.g., study skills) least acceptable. Lack of time, perceived lack of effectiveness, and poor environmental fit were often cited as reasons for lack of feasibility. Regression analyses revealed that teacher characteristics (e.g., years of experience) and type of intervention (e.g., classwide vs. individualized) contributed to teacher ratings of intervention acceptability. Implications for future research and practice are discussed.

Programming for middle and high school: A study‐skills clinic approach for preparing teachers

1999 ◽  
Vol 35 (1) ◽  
pp. 8-18 ◽  
Author(s):  
Laurie U. deBettencourt ◽  
Jean Allen
Keyword(s):  
High School ◽  
Study Skills

Evaluating the Impact of a Summer Dropout Prevention Program for Incoming Freshmen Attending an Under-Resourced High School

2015 ◽  
Vol 60 (2) ◽  
pp. 161-171
Author(s):  
Elizabeth Vera ◽  
David Shriberg ◽  
Alison Alves ◽  
Jessie Montes de Oca ◽  
Kassandra Reker ◽  
...  
Keyword(s):  
High School ◽  
Dropout Prevention ◽  
Prevention Program ◽  
Incoming Freshmen ◽  
The Impact

scholarly journals The Effects of Study Skills Training on Qualitative Academic Achievement among Students

2021 ◽  
Vol 17 (3) ◽  
pp. 130
Author(s):  
Saeid Motevalli ◽  
Mohd Sahandri Ghani Hamzah ◽  
Samsilah Roslan ◽  
Siti Raba’ah Hamzah ◽  
Maryam Gholampour Garmjani
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Study Skills ◽  
Skills Training ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
Experimental Group

Abstract: The aim of the present study was to investigate the effectiveness of study skills training on the qualitative academic achievement of girl high school students. This study was conducted by using an experimental design with pretest, posttest, and follow-up with the control group. The participants were 32 students from girl high school students of Tehran which were selected by cluster random sampling from girl high schools and then randomly assigned into control and experimental groups (Each group consisted of 16 students). The instruments used were Dortaj Qualitative Academic Achievement Questionnaire and Motevalli Study Skills Training Module. The experimental group received 8 sessions of psycho-educational group therapy and the control group did not receive any training. Two-way repeated-measures ANOVA was utilized for the analysis of data. Results revealed that there was a significant increase in qualitative academic achievement between pretest with post-test and follow-up among the experimental group. Moreover, there was a significant increase in qualitative academic achievement between post-test and follow-up in the experimental group with the control group. Additionally, the results showed that there is a significant increase in self-efficacy, planning, and motivation and also a significant decrease in emotional effects and lack of outcome control. In conclusion, the results of this study indicated that on the basis of deficit theory using learning and study skills training can lead to enhance student's skills to improve qualitative academic achievement. Further studies are required to examine whether exposing students to study skills training programs can lead them to enhance their qualitative academic achievement.   Keyword: Motivation Study Skills Training, Planning, Qualitative Academic Achievement, Self-efficacy.

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