Connectedness and Self-Regulation as Constructs of the Student Success Skills Program in Inner-City African American Elementary School Students


concerning this article should be addressed to Matthew E. Lemberger, Department of Individual, Family and Community Education, University of New Mexico, 128 Simpson Hall, MSC05 3040, 1 University of New Mexico, Albuquerque, NM 87131 (e-mail:


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.