Literaturnachweis - Detailanzeige
| Autor/inn/en | Whetstone, Patti J.; Gillmor, Susan C.; Schuster, Jonathan G. |
|---|---|
| Titel | Effects of a Metacognitive Social Skill Intervention in a Rural Setting with At-Risk Adolescents |
| Quelle | In: Rural Special Education Quarterly, 34 (2015) 2, S.25-35 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/875687051503400205 |
| Schlagwörter | Interpersonal Competence; Intervention; Adolescents; Metacognition; At Risk Students; Student Behavior; Interpersonal Relationship; Rural Areas; High School Students; Behavior Problems; Special Education; Social Behavior; Child Behavior; Rating Scales; Statistical Analysis; Semi Structured Interviews; Observation; Qualitative Research; Behavior Assessment System for Children Interpersonale Kompetenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Student behaviour; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Rural area; Ländlicher Raum; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Special needs education; Sonderpädagogik; Sonderschulwesen; Social behaviour; Soziales Verhalten; Rating-Skala; Statistische Analyse; Beobachtung; Qualitative Forschung |
| Abstract | Ten at-risk students in a rural high school completed a social skills program based on metacognitive strategies and aligned with social and emotional learning principles. The intervention's primary goal was to stimulate the development of metacognitive strategies for internal locus of control in the students, rather than attempting to change their social behavior through external controls. The students completed "Behavior Assessment Scale for Children"-2nd Edition (BASC-2), and their teachers also completed a BASC-2 for each student, both pre- and post-intervention. Using the ratings, the results indicated positive changes in the students' behavior and attitude, social interactions, and academics. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
