Connectedness and Self-Regulation as Constructs of the Student Success Skills Program in Inner-City African American Elementary School Students
Article first published online: 11 SEP 2012
© 2012 by the American Counseling Association. All rights reserved.
Journal of Counseling & Development
Volume 90, Issue 4, pages 450–458, October 2012
How to Cite
Lemberger, M. E. and Clemens, E. V. (2012), Connectedness and Self-Regulation as Constructs of the Student Success Skills Program in Inner-City African American Elementary School Students. Journal of Counseling & Development, 90: 450–458. doi: 10.1002/j.1556-6676.2012.00056.x
- Issue published online: 11 SEP 2012
- Article first published online: 11 SEP 2012
- Received 04/01/11; Revised 08/24/11; Accepted 10/28/11
- school counseling;
- executive functioning;
- connectedness to school
The authors evaluated a small-group counseling intervention, Student Success Skills, provided to 53 inner-city, 4th- and 5th-grade African American students. Compared with the control group, students who received the treatment reported significant changes in metacognitive skill and feelings of connectedness to school. Furthermore, treatment-group students received higher posttest change scores on certain executive functioning subscale items, as reported by their classroom teachers. Implications for counseling practice are presented.