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ERIC Number: EJ1052137
Record Type: Journal
Publication Date: 2015-Mar
Pages: 31
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-0042-0859
A Motivational Intervention for African American Boys Labeled as Aggressive
Graham, Sandra; Taylor, April; Hudley, Cynthia
Urban Education, v50 n2 p194-224 Mar 2015
A 12-week, 32-lesson afterschool intervention was conducted with third-to fifth-grade urban African American boys classified as aggressive. Grounded in attribution theory and organized around the construct of perceived responsibility in self and others, the intervention focused on increasing both social skills and academic motivation. Participants (N = 64) were randomly assigned to an intervention or no-treatment control group. Boys in the intervention group showed an increase in social skills and academic motivation skills and were rated by their teachers as more cooperative and academically persistent. The implications of the findings for the design of interventions in urban schools are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Assessments and Surveys: Social Skills Rating System