Cognitive-Behavioral Interventions: Applications for Academically At-Risk and Special Education Students

Sapp, Marty; Farrell, Walter C.

doi:10.1080/1045988x.1994.9944299

Cited by 22 publications

(15 citation statements)

References 8 publications

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“…Also, the perceptions of females arising from their heightened self-doubt put forth evaluative situations as a threat (Sarason, 1984). Educators may go about using cognitive-behavioral methods (Sapp & Farrell, 1994) or implement skill-building interventions (Gregor, 2005) to reduce test anxiety in females. Taken together, these gender and school-level issues need to be further investigated in future research.…”

Section: Discussionmentioning

confidence: 99%

Test Anxiety: Do Gender and School-Level Matter?

Aydın¹

2017

EUROPEAN J ED RES

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Abstract:The study investigated differences in students' reported overall test anxiety before, during, or after test taking among two school-levels and gender. Differences among three test anxiety components (thoughts, off-task behaviors, and autonomic reactions) were also examined. Participants were 725 primary (349 females, 376 males) and 375 middle (180 females, 195 males) school students from a metropolitan city in Turkey. Turkish students' reported overall test anxiety declined from primary to middle school, with females showing higher test anxiety throughout school years. Whereas students rated thoughts high, autonomic reactions were rated low; followed by off-task behaviors. Female and male students did not differ in thoughts and autonomic reactions. School-level differences were found in off-task behaviors and autonomic reactions. The pattern of Turkish students' overall test anxiety derived as a combination of thoughts, off-task behaviors, and autonomic reactions was discussed, and educational implications were offered.

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Section: Discussionmentioning

confidence: 99%

Test Anxiety: Do Gender and School-Level Matter?

Aydın¹

2017

EUROPEAN J ED RES

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“…Without suggesting the direction of cause and effect, Sapp and Farrell (1994) report that Sapp (1990) concluded that academic self-concept coupled with self-esteem provides significant psychoeducational predictability of achievemait. Sapp (1990) found that at-risk students have difficulty studying and have low academic self-concepts.…”

Section: From the Academic Literaturementioning

confidence: 99%

“…Addressing these issues through cognitive-behavioural interventions assumes that the student cognitions, affect and behaviour are overlapping and cannot be treated sq)arately. Sapp and Farrell (1994) outline a numbCT of cognitive-bdiavioural interventions for teachers to utilize in helping enhance academic self-concept and self-esteem with at-risk students. Relaxation and angCT control procedures, study skills training and academic self-concept exercises including guided imagery are offCTed as classroom and counselling strategies to enhance both cognition and self-concept with at-risk students.…”

Section: From the Academic Literaturementioning

confidence: 99%

“…This model includes the child in the decision-making, affording her or him a sense of empowerment. Sapp and Farrell (1994) describe the at-risk student as "1 or more years behind his or her age or grade level in mathematics or reading skills... [or subject to]...any factors that put a student at-risk for academic failure, such as being adjudicated delinquent, becoming a parent, or thinking about dropping out of school" (p. 20).…”

Section: From the Academic Literaturementioning

confidence: 99%

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Why are they failing? A qualitative study of academically capable at-risk senior secondary students.

Ponsford¹

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This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, som e thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer.The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction.In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps.Photographs included in the original manuscript have been reproduced xerographically in this copy.Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. ABSTRACTA sub-group of learners among at-risk students is becoming familiar to teachers of senior secondary grades. It consists of students who are apparently academically capable and who do not exhibit most of the identifying characteristics of at-risk students, chronic underachievers or dropouts. However, these students become at risk of not completing their secondary school education, or of inadequate preparation for post-secondary education or rewarding careers, in spite of demonstrated academic capability. Following academic success in the elementary and junior secondary grades, th^ perform at failing or near-fading levels in core subjects in senior secondary grades. The goal of this study has been to understand these students bettCT and to suggest ways in which they might be supported within the school system. Three students who fit criteria describing academically capable at-risk senior secondary students were interviewed extensively and the information they provided was coded into 17 descriptive categories. The data were then compared across aU three students and across descriptive categories and organized into three overarching pattern categories.This research examines the students' schooling experiences as described in interviews and their notions of how those experiences have influenced them to make the learning behaviour choices they have made, and it relates those behaviour choices to achievement motivation theory. Analysis of the students' perceptions of their schooling experiences has identified educational practices and factors which the students believe have significant impact on their achievement. These student perceptions are consistent with findings reported in the achievemait motivation research literature. Directions for establishing curriculum, instruction and administrative routine...

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“…Fitzpatrick's (1984) definition is very similar to this but he referred to at-risk students as "Underachieving Average Ability Students" (p. 94) . Sapp and Farrell (1994) describe at-risk students as" ... one or more years behind his or her grade level in mathematics or reading skills ... [or subject to] ... any factors that put a student at-risk for academic failure, such as being adjudicated delinquent, becoming a parent, or thinking about dropping out of school " (p. 20).…”

Section: Definition Problemsmentioning

confidence: 99%

Supports and barriers that impact on high risk grade 12 students

Ostoforoff¹

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Two gender-based focus groups were conducted to delve into the perceived supports and barriers that impact on at-risk grade 12 students. The findings suggest that grade 12 female students experience different barriers to graduation than do the male students. The female group members list the following barriers to graduation: stress, low self-esteem, family and relationship issues, and fear of graduation. The male group members list death of significant other, low skill level, the "party" lifestyle, and poor attitude toward school as barriers to graduation. The issues that support their successful graduation are more mutual. Both groups list self-respect, parental support, and friends as an inducement to graduation. Included is a literature review of the at-risk student, an overview of focus group methodology, an extensive reference list, and added appendices. The project concludes with the recommendation to apply this knowledge to a group format intervention to assist and support these students in their graduation year. RATIONALEA sub-group among the at-risk population in the high school setting can be described as chronically at-risk students. These students struggle academically throughout their high school years, often investing 6 -7 years rather than the allotted 5years to obtain the Dogwood diploma.The population that is of concern here is grade 12 students who have been chronically at-risk of dropping out of school but still remain in the system. In their last year, or even in the last semester of their last year, their graduation status remains uncertain.These students appear to have characteristics and behaviours in common. All have exhibited a perseverance to stay in school, all have endured a consistent lack of academic success, and all have jeopardized their graduation in the final months.This project proposes two research questions, introduces available research that pertains to, or relates in some way to the at-risk student, offers an overview of focus group methodology, details a project that interviews two focus groups on the topic of interest, and presents the findings as well as their applications. RESEARCH QUESTIONSWhat issues explain or contribute to an understanding of the grade 12 at-risk all behaviour is purposeful action, perhaps the goal of these students is to delay graduation for reasons that make sense to them . The research questions are:• What qualities/attitudes or support systems underlie the perseverance exhibited by at-risk grade 12 students? 2• What are the perceived barriers or issues that hinder the academic success of at-risk grade 12 students in their graduation year? LITERATURE REVIEWMuch has been written about the at-risk student from varying perspectives.Little has been recorded specifically about the grade 12 student. This section will present an overview of the literature that examines the at-risk student from the points of view of different authors, most of whom discuss the issue in terms of consequences, characteristics of dropouts for identification purposes...

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Cognitive-Behavioral Interventions: Applications for Academically At-Risk and Special Education Students

Cited by 22 publications

References 8 publications

Test Anxiety: Do Gender and School-Level Matter?

Test Anxiety: Do Gender and School-Level Matter?

Why are they failing? A qualitative study of academically capable at-risk senior secondary students.

Supports and barriers that impact on high risk grade 12 students

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