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Türk, Fulya; Katmer, Ayse Nur – International Journal of Evaluation and Research in Education, 2019
The purpose of this study is to examine the impact of the program for coping with test anxiety based on the cognitive-behavioral approach on the levels of test anxiety, irrational thoughts, coping levels and academic self-efficacy perceptions of adolescents in the 8th grade. The study was performed as a semi-experimental study based on pre-test…
Descriptors: Stress Management, Coping, Test Anxiety, Cognitive Restructuring
Wong, Daniel F. K.; Kwok, Sylvia Y. C. L.; Low, Yiu Tsang; Man, Ka Wai; Ip, Priscilla S. Y. – Research on Social Work Practice, 2018
Objectives: The aims of this study were to examine the effects of group cognitive-behavior therapy (CBT) on improving anxiety symptoms and enhancing personal growth among adolescents at risk of developing anxiety disorders in school settings in Hong Kong. Method: A total of 26 participants received an eight-session CBT group and 20 received…
Descriptors: Cognitive Restructuring, Behavior Modification, Symptoms (Individual Disorders), Anxiety
Bosnjak, Amira; Boyle, Christopher; Chodkiewicz, Alicia R. – Educational and Developmental Psychologist, 2017
The role of affective and cognitive factors in learning have long been recognised as imperative determinants of the learning process. Maladaptive styles with which we perceive and explain accomplishments and failures in achievement outcomes have an important motivational impact upon approach and avoidance behaviours towards academic tasks.…
Descriptors: Intervention, Pilot Projects, Affective Objectives, Cognitive Objectives
Hirschi, Cody Guy – ProQuest LLC, 2015
The purpose of this study was to analyze School-Wide Positive Behavior Support (SW-PBS) and Behavior Intervention Support Teams (BIST) and their impact on managing student behavior in sample schools in Missouri by using methodological triangulation. Office disciplinary referrals (ODRs) and Safe School Act Violations during the 2012-2014 school…
Descriptors: Middle School Students, Montessori Method, Discipline Problems, Referral
Alabi, Yahaya Lasiele; Lami, Mustapha Mulikat – International Journal of Instruction, 2015
Bullying behaviour refers to repeated negative behaviour displayed by one or more person (s) with the intention of hurting the feeling, personality and power of the victim. The objective of this study therefore was to find out the efficacy of Client-Centred and Rational-Emotive Behaviour Therapies in reducing bullying behaviour among in-school…
Descriptors: Foreign Countries, Bullying, Adolescents, Psychotherapy
Lazorick, Suzanne; Fang, Xiangming; Hardison, George T.; Crawford, Yancey – Journal of School Health, 2015
Background: Motivating Adolescents with Technology to CHOOSE Health™ (MATCH) is an educational and behavioral intervention in seventh grade. Methods: Teachers in 2 schools delivered the MATCH curriculum, with 1 control school. Using a quasi-experimental design, outcome measures included lessons completed, body mass index (BMI), BMI z-score (zBMI),…
Descriptors: Body Composition, Body Weight, Early Adolescents, Grade 7
Sørlie, Mari-Anne; Ogden, Terje; Olseth, Asgeir Røyrhus – SAGE Open, 2016
Research on teacher outcomes of the School-Wide Positive Behavior Support (SWPBS) model has been scarce. The present study adds to the knowledge base by examining the effects of the Norwegian version of SWPBS (N-PALS) on school staffs' behavior management practices and on their individual and collective efficacy. Questionnaire data were collected…
Descriptors: Positive Behavior Supports, Outcomes of Education, Models, Foreign Countries
Fleva, Eleni – World Journal of Education, 2015
The aim of this study is twofold. First, to investigate whether the imagined contact method (an indirect method of contact) can improve behavioural intentions towards a hypothetical peer with Asperger syndrome (AS). Second, to test whether the effect of the method can be generalised on attitudes towards young people with AS in general.…
Descriptors: Asperger Syndrome, Intention, Control Groups, Experimental Groups
Balu, Rekha; Malbin, Joshua – MDRC, 2017
Students learn or progress at their own paces. Each needs different amounts of support, at different points in a school career and at different times of the school year. Some need very little help to stay on track, while others are facing serious challenges in learning, in their behavior, or at home, and need significant interventions. It would…
Descriptors: Student Needs, Educational Practices, Academic Support Services, Intervention
Couture, Caroline; Massé, Line – Journal of the International Association of Special Education, 2014
This article presents a description of ACE (Accompagnement collaboratif des enseignants (Collaborative teacher accompaniment)), a new program designed to guide secondary school teachers in integrating students with behavioral problems in their classrooms. ACE proposes collaborative accompaniment inspired by behavioral and mental health…
Descriptors: Secondary School Teachers, Secondary School Students, Behavior Problems, Inclusion
Sørlie, Mari-Anne; Ogden, Terje – International Journal of School & Educational Psychology, 2015
Results from the first study of the three-level School-Wide Positive Behavior Support model in Europe (SWPBS, called N-PALS) are presented. Using a strengthened nonrandomized design, data was collected from more than 1,200 teachers and 7,640 students at four measure points over four school years in 28 Norwegian intervention schools and 20…
Descriptors: Foreign Countries, Behavior Modification, Positive Behavior Supports, Student Behavior
Fein, Lance; Jones, Don – Administrative Issues Journal: Connecting Education, Practice, and Research, 2015
This study addresses the compromise skills that are taught to students diagnosed with autistic spectrum disorders (ASD) and related social and communication deficits. A private school in the southeastern United States implemented an emergence theory-based curriculum to address these skills, yet no formal analysis was conducted to determine its…
Descriptors: Autism, Pervasive Developmental Disorders, Teaching Methods, Skill Development
Flannery, K. B.; Fenning, P.; Kato, M. McGrath; McIntosh, K. – School Psychology Quarterly, 2014
High school is an important time in the educational career of students. It is also a time when adolescents face many behavioral, academic, and social-emotional challenges. Current statistics about the behavioral, academic, and social-emotional challenges faced by adolescents, and the impact on society through incarceration and dropout, have…
Descriptors: High School Students, Student Behavior, Behavior Modification, Intervention
Williams, Ronald D., Jr.; Barnes, Jeremy T.; Holman, Thomas; Hunt, Barry P. – Journal of At-Risk Issues, 2014
Substance use among youth is a significant health concern in the rural United States, particularly among at-risk students. While evidence-based programs are available, literature suggests that an underdeveloped rural health prevention workforce often limits the adoption of such programs. Additionally, population-size restrictions of national…
Descriptors: Prevention, Substance Abuse, Rural Youth, Pilot Projects
Heller, Sara; Pollack, Harold A.; Ander, Roseanna; Ludwig, Jens – National Bureau of Economic Research, 2013
Improving the long-term life outcomes of disadvantaged youth remains a top policy priority in the United States, although identifying successful interventions for adolescents--particularly males--has proven challenging. This paper reports results from a large randomized controlled trial of an intervention for disadvantaged male youth grades 7-10…
Descriptors: Prevention, Violence, Dropouts, Randomized Controlled Trials
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