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| Autor/inn/en | Sapp, Marty; und weitere |
|---|---|
| Titel | Cognitive-Behavioral Therapy: Applications for African-American Middle School At-Risk Students. |
| Quelle | (1994), (25 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Attendance; Behavioral Objectives; Black Students; Cognitive Processes; Grade Point Average; High Risk Students; Junior High School Students; Middle School Students; Middle Schools; Path Analysis; Pretests Posttests; Therapy |
| Abstract | This study found a statistically significant relationship between cognitive-behavioral therapy and improvements in African American middle school students' grade point averages, number of days absent, and number of days tardy. Subjects were 60 junior high school students. The results of a path analysis provided the rationale for conducting this study. Using a randomized pretest/posttest design, significant changes were found on these three things after students experienced cognitive-behavioral therapy. It is suggested that academic self-concept is the mediating variable between cognitive-behavioral therapy and academic achievement. (Contains 26 references.) (Author/SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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