ERIC Number: EJ1163841
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Effect of a Specialized Classroom Counseling Intervention on Increasing Self-Efficacy among First-Grade Rural Students
Bardhoshi, Gerta; Duncan, Kelly; Erford, Bradley T.
Professional School Counseling, v21 n1 p12-25 2017-2018
This preliminary research examined the effectiveness of a classroom counseling intervention on student self-efficacy development. Five first-grade classrooms in a rural school with high rates of economic disparity were randomly assigned to either a set of 12 specialized lessons emphasizing self-efficacy or lessons from the existing core curriculum. Teachers completed the Self-Efficacy Teacher Rating Scale (SETRS) for each student as a pretest and 3 months following the classroom intervention. A significant mean score difference posttreatment [F(1, 77) = 19.57, p < 0.05, ?[superscript 2] = 0.209; d= 0.58(CI95= 0.36 - 0.80)] supports the effectiveness of this intervention in improving the self-efficacy of first-grade students.
Descriptors: Rural Areas, Intervention, Counseling Techniques, Self Efficacy, Grade 1, Elementary School Students, Classroom Environment, Counseling Effectiveness, Core Curriculum, Teacher Attitudes, Rating Scales, Statistical Analysis, Disadvantaged Schools, Outcomes of Treatment, Pretests Posttests, Control Groups
American School Counselor Association. 1101 King Street Suite 625, Alexandria, VA 22314. Tel: 703-683-2722; Fax: 703-683-1619; e-mail: email@example.com; Web site: http://www.schoolcounselor.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1
Authoring Institution: N/A
Grant or Contract Numbers: N/A