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Testing a model of change in achievement mentoring for school behavior problems
Descriptive
TypeOfResource
Text
TitleInfo
(ID = T-1)
Title
Testing a model of change in achievement mentoring for school behavior problems
Identifier
ETD_2810
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056805
Language
LanguageTerm
(authority = ISO639-2);
(type = code)
eng
Genre
(authority = marcgt)
theses
Subject
(ID = SBJ-1);
(authority = RUETD)
Topic
Psychology
Subject
(ID = SBJ-2);
(authority = ETD-LCSH)
Topic
Mentoring in education
Subject
(ID = SBJ-3);
(authority = ETD-LCSH)
Topic
Academic achievement
Subject
(ID = SBJ-4);
(authority = ETD-LCSH)
Topic
Urban youth--Psychology
Subject
(ID = SBJ-5);
(authority = ETD-LCSH)
Topic
Behavior disorders in adolescence
Abstract
(type = abstract)
Two previous randomly controlled trials of a 5-month, school-based mentoring intervention plus booster sessions delivered by school personnel support the efficacy of this program in reducing declines in school behavior outcomes related to academic achievement, such as discipline referrals and grades, in at risk, urban, minority youth. However, the mechanisms responsible for this effect are unknown. One hypothesis is that the intervention effects changes in cognitions related to school engagement, particularly those related to the degree to which a student perceives the school environment to meet fundamental needs for autonomy, competence, and relatedness. Changes in these cognitions, in turn, could result in school behavior changes. The current research, which joined samples from the previous two trials with a third trial in order to increase power, evaluated the impact of this school-based intervention on cognitive and behavioral outcomes, and the role of cognitions as mediators of the intervention’s effect on behaviors. Ninth grade ethnic minority students (N = 124) identified as academically at risk by school personnel participated in three randomized controlled trials of the Achievement Mentoring Program in two secondary schools in urban, low income areas in the mid-Atlantic region of the U.S. Program effects and mediation were examined using regression analysis. Results of these analyses indicated the mentoring intervention significantly reduced student discipline referrals at follow up and this effect was moderated by previous number of discipline referrals. No statistically significant effect on cognitive outcomes was identified and no evidence of mediation by cognitive measures was found for the sample. These results provide support for the mentoring program as an effective intervention on school behavior in at risk, urban, minority youth. Implications of the findings in regard to mechanisms of change are discussed.
PhysicalDescription
Form
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electronic resource
Extent
vii, 62 p. : ill.
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application/pdf
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text/xml
Note
(type = degree)
Ph.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = vita)
Includes vita
Note
(type = statement of responsibility)
by Andrea Lynne Taylor
Name
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(type = personal)
NamePart
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Taylor
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(type = given)
Andrea Lynne
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1968-
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author
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Andrea Taylor
Name
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(type = family)
Bry
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(type = given)
Brenna H
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chair
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Advisory Committee
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Brenna H Bry
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NamePart
(type = family)
Elias
NamePart
(type = given)
Maurice J
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internal member
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Advisory Committee
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Maurice J Elias
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NamePart
(type = family)
Mohlman
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(type = given)
Jan
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internal member
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Advisory Committee
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Jan Mohlman
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(ID = NAME-5);
(type = personal)
NamePart
(type = family)
Johnson
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(type = given)
Valerie
Role
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(authority = RULIB)
outside member
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Advisory Committee
DisplayForm
Valerie Johnson
Name
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NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
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NamePart
Graduate School - New Brunswick
Role
RoleTerm
(authority = RULIB)
school
OriginInfo
DateCreated
(qualifier = exact)
2010
DateOther
(qualifier = exact);
(type = degree)
2010-10
Place
PlaceTerm
(type = code)
xx
RelatedItem
(type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
RelatedItem
(type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier
(type = local)
rucore19991600001
Location
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T38S4PNT
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(AUTHORITY = GS);
(ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsHolder
(ID = PRH-1);
(type = personal)
Name
FamilyName
Taylor
GivenName
Andrea
Role
Copyright Holder
RightsEvent
(ID = RE-1);
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Type
Permission or license
DateTime
2010-08-19 23:05:18
AssociatedEntity
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Copyright holder
Name
Andrea Taylor
Affiliation
Rutgers University. Graduate School - New Brunswick
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License
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
(ID = RE-2);
(AUTHORITY = rulib)
Type
Embargo
DateTime
2010-10-31
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after October 31st, 2011.
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Technical
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ETD
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application/pdf
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application/x-tar
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993280
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