Download or read book Predicting Intent to Continue Education from School based Mentorship Programs and Prosocial Behaviors in At risk High School Students written by and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "High school dropout rates have remained high over the last decade. Those who do not complete high school are at greater risk for unemployment, arrest, and early mortality. Data from the past several years tells us it is becoming increasingly difficult to earn a livable wage on a high school diploma. The current economy is accelerating the shift to more jobs requiring postsecondary education. This requirement is of particular importance among academically at-risk students. These students face many obstacles on their journey to continued education. School-based mentorship has been a well-documented intervention to help students do better in school, graduate, and continue education after high school. Much of the data on school-based mentorship programs evaluates variables such as academic performance, anxiety, and self-efficacy, however very little is known about the role of prosocial behaviors in the context of mentorship. From the documentation that exists, prosocial behaviors such as trust, empathy, cooperation, and volunteerism appear to have a positive relationship with high school graduation and intent to continue education. This study focused on predicting intent to continue education from prosocial behaviors and length of time spent in a school-based mentorship program. Sixteen high school students participated in the study. Results indicated that neither prosocial behaviors nor length of time in a mentorship program predicted intent to continue education. Exploratory analysis suggested that committee members selected students who already had high levels of intent and prosocial behavior to participate in the REACH program"--Page 5.
Download or read book Toward Resiliency written by Laura Horn and published by Department of Education Office of Educational. This book was released on 1998 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined whether or not student, parent, and peer engagement factors that contribute to at-risk students' success in graduating from high school continue to be important in making the transition from high school to postsecondary education. The data set used was the National Education Longitudinal Study of 1988, which included 1994 data obtained two years after students' scheduled high school graduation. At-risk students exhibited two or more of six risk factors, including "family in the lowest socioeconomic quartile" or "held back a grade". Analysis used alternative statistical methodology, specifically regression analysis and the "odds ratios" produced by this procedure. Key findings indicated that: (1) students whose parents frequently discussed school-related matters and/or had high educational expectations were much more likely than other students to enroll in postsecondary education; (2) students who reported that most or all of their high school friends planned to attend college were far more likely to attend themselves; (3) participating in college preparation activities such as gathering information about financial aid increased the odds of enrolling in postsecondary education; and (4) moderate- to high-risk students participating in college outreach programs were more likely to attend college. Appended are a glossary and technical and methodology notes. (Contains 11 references.) (DB)
Download or read book Handbook of Youth Mentoring written by David L. DuBois and published by SAGE Publications. This book was released on 2013-04-30 with total page 601 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thoroughly updated Second Edition of the Handbook of Youth Mentoring presents the only comprehensive synthesis of current theory, research, and practice in the field of youth mentoring. Editors David L. DuBois and Michael J. Karcher gather leading experts in the field to offer critical and informative analyses of the full spectrum of topics that are essential to advancing our understanding of the principles for effective mentoring of young people. This volume includes twenty new chapter topics and eighteen completely revised chapters based on the latest research on these topics. Each chapter has been reviewed by leading practitioners, making this handbook the strongest bridge between research and practice available in the field of youth mentoring.
Download or read book Participant Perceptions of the Effectiveness of Two School Based Mentoring Programs for At risk African American Female High School Students written by Libby Ann Adjei and published by . This book was released on 2015 with total page 490 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to determine participants' perception of the effectiveness of a mentoring program on at-risk African American at-risk female high school students. Thie qualitative study relied on a phenomenological research approach utilizing respondents' interviews and focus group data. The one-on-one interviews were analyzed using McMillian and Schumacher's (2001) methodology. The four patterns that emerged: (1) impact of WOD on peer relations, (2) impact of WOD student achievement, (3) impact of WOD on religious beliefs, and (4) impact of WOD on school connectedness. The focused group data was analyzed using Northcutt and McCoy's (2004) methodology. The critical core affinities were: (1) effect of shared stories, (3) impact of bonding on WOD members, and (3) impact of relationship building on WOD members.
Download or read book Impact of School based Mentoring Programs on Student Engagement written by Jonathan G Ingraham and published by . This book was released on 2019 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: At-risk students can fall behind their peers in school and social situations. In addition, without intervention, at-risk students may not transition into adulthood successfully. The purpose of this research is to explore how school-based mentoring programs can impact student engagement. During the 2017-2018 school year, seventeen at-risk students were chosen to participate in pilot mentoring program. Results indicate that participating in a school-based mentoring program has a positive impact on student engagement. Mentoring programs have a low impact on families and can incorporate social and emotional skills. Mentoring programs can also provide students with access to the forty developmental assets. Social and emotional learning and the forty developmental assets are key intervention strategies that can be utilized in the top tier of the multi tiered system of support. The top of this three-tiered pyramid, provides at-risk students individualized support. Students with a higher rate of student engagement will have an increased motivation to progress in their education and participate in school activities. Increased student engagement is positively correlated to an increase in student optimism towards learning, amount of interest towards school and an increase in passion.
Download or read book The Effectiveness of Peer Mentoring with High School Student Mentors and Child Mentees written by Eric C. Dafoe and published by . This book was released on 2017 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: This randomized, controlled study examined the effectiveness of two mentoring programs, child mentor relationship training (CMRT) and peer assistance and leadership (PAL®), on high school mentor empathic behaviors and child mentee behavior problems. Participants were 60 young, at-risk students (61.7% male; 38.3% Hispanic/Latino/a, 31.7% Caucasian, 21.7% African American, 8.3% biracial) and 30 high school students (53.3% male; 66.7% Caucasian, 26.7% Hispanic/Latino/a, 0.03% African American, 0.03% Asian). Mentors and mentees were randomly assigned to CMRT or PAL®, which was treatment as usual in the participating school district. Results from 2 (group) by 2 (time) repeated measures ANOVAs indicated compared to the PAL® treatment group over time, mentors in the CMRT group demonstrated statistically significant improvement in empathic behaviors with a large treatment effect, as rated by independent observers. Analysis revealed a moderate treatment effect with CMRT group mentee behavior problems, but the difference was not statistically significant between treatment groups over time. Further analysis revealed the CMRT group demonstrated statistically significant reductions in behavior problems from pre- to post-test with a very large treatment effect. Overall, findings support CMRT as a promising school-based intervention for at-risk young children that potentially increases school counselor efficiency.
Download or read book Effects of a School based Adult Mentoring Intervention on Low Urban High School Freshmen Judged to be at Risk for Drop out written by Lolalyn Oletta Clarke and published by . This book was released on 2009 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: Numerous longitudinal studies have followed large cohorts of children from disadvantaged backgrounds and found retrospectively that one difference between children who succeed and those who do not is the presence of a supportive, non-parental adult in their lives. Accordingly, burgeoning research is investigating if positive outcomes can be generated by intentionally placing a non-parental adult in a child's life through a mentoring program. One objective of these mentoring programs is maintaining students' engagement in school. This study was designed as a replication and extension of a one-year efficacy study by Holt et al. (2008), which evaluated a manualized, school-based, adult mentoring intervention for youths deemed to be at risk for school drop out. The current study lasted 18 months and included a new cohort of 38 similar low-income ninth graders from Holt et al.'s mid-Atlantic, urban high school. The students were randomly assigned to the mentoring group (n=19) or a control group (n=19). The mentors were trained, volunteer teachers, who received ongoing weekly consultation from the program developer. The students completed surveys at 3 different intervals, and 4 semesters of grades and discipline referrals were obtained from school records. As expected from Holt et al., in comparison to the control group, the youth who were assigned mentors reported significantly more positive perceptions of teacher support and received fewer discipline referrals. By the end of this studyś extended follow-up period, mentored students also reported significantly greater sense of classmate acceptance and had higher grades in mathematics and language arts than the control group. These findings suggest that providing an adult mentoring program for at least 18 months can increase academic success and potentially retain students in school by affecting factors that lead to drop out.
Download or read book The Impact of Mentoring on the Academic Mindset of At risk High School Students in Texas written by Brittany Nichole Venegas and published by . This book was released on 2022 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students who drop out of high school can cause a social problem for many high schools. They can become a social problem in that dropping out can lead to difficult life changes. Moreover, a student’s academic mindset is stated to be a major factor of dropout. As a result, in an attempt to prevent dropout a key component is to better the academic mindset. To improve the academic mindset there are many studies on mentoring to be a promising intervention. However, there is a lack of empirical study on its impact on the academic mindset. The purpose of this study is to explore how mentoring is related to the academic mindset among the study population of at-risk students at a Texas high school. A nonequivalent comparison group design was used, using a pre and posttest to compare the change between two groups of students at a high school in Texas. Data was reviewed for a total of 21 students who were enrolled in a dropout prevention program. Although mentoring had a significant effect, it did not necessarily buffer the results for the academic mindset. Surprisingly, there was a positive relationship in 2 out of 5 domains including the overall scores. The results show the effect of the mentor services on the outcomes was negative although statistically significant. These findings imply that the research is not conclusive. It is recommended that additional studies be completed to continue examining the impact that mentoring has on the academic mindset of at-risk youth. Further investigation is needed to validate these findings.
Download or read book College and Career Awareness Mentoring Program to Improve Academic Achievement in At risk 10th Grade High School Students written by Daniella Torrecilla and published by . This book was released on 2014 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this project is to bring college and career awareness to at-risk 10th grade students through the creation of a mentoring program. Students who are identified as at-risk of dropping out of high school will benefit from having a college senior mentor. Students engaging in this mentoring program will develop college and career readiness through a host of activities, including participation in career assessments, building interview skills, engaging in resume building, and learning how to create short-term and long-term goals. Students will engage in activities to promote college and career awareness including, the "College Choice 101" cards, building time-management and organization skills, and creating a college-to-do-list to follow in the 11th grade. The College and Career-Mentoring Program (CAMP) will bring awareness of the importance of higher education, and will encourage career mindfulness. The students will also learn the importance of developing a successful mentoring relationship, which may facilitate and improve their academic achievement throughout high school.
Download or read book An Analysis of the Programs Serving At risk Students at a San Diego High School written by Shannon Hampton and published by . This book was released on 2010 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of School based Mentoring on Student Achievement and School Engagement in Elementary Aged At risk Students written by Steven Gutierrez and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to examine the following questions: (1) What is the impact of school-based mentoring on students' academic achievement and school engagement? (2) Is there a difference in academic achievements and school engagement between at-risk students that participate in school-based mentoring for one year in comparison to at-risk students that participate in school-based mentoring for at least two years? In order to answer the research questions above, eighty students (80) were selected to participate in this study. Forty (40) students were grouped together because of their participation in school- based mentoring. The other forty (40) students formed a match paired control group that mirrored the student demographic data of the group receiving mentorship. Archival data using descriptive statistics was used to determine if there were significant differences between student groups with and without school- based mentoring in the areas of student achievement (TAKS Scaled scores in Reading and Math) and school engagement (daily attendance rate). Based on the descriptive statistics used in this study, the following conclusions were observed: (1) Mentored students had a higher student achievement in terms of mean scale score than their control group matches; (2) Mentored students demonstrated greater year-to-year growth in reading and math in comparison to the control group; (3) Although outperformed in mean scale score in reading, mentored students showed tremendous growth in reading-more than doubling the growth score factor for control group students; (4) Mentored students made greater year-to-year improvements attendance rate than their control group matches; lastly, and perhaps most importantly, (5) At-risk mentored students had higher student achievement than non-risk identified control group students; thus, eliminating the achievement between at-risk students and their non-risk identified peers.
Download or read book Behavioral Intention Determinants Towards Post secondary Education written by and published by . This book was released on 2006 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore and identify factors that might increase the probability that a high school student will pursue post-secondary education. An understanding of these factors can help state government appropriately design policies, programs, and public awareness initiatives to persuade more youth to achieve higher levels of education. A review of persuasion and education literature revealed 17 possible variables as determinants of a student's behavioral intention towards continuing education, seven of which were developed through factor analysis. The data utilized in this study was collected by researchers in the Center for Business and Economic Research under a contract with the Tennessee Office of the Comptroller of the Treasury to study Tennesseans' attitudes about education. The paper and pencil Scantron survey was conducted in 39 public high schools and 3 private high schools across the state of Tennessee and resulted in usable responses from 10,976 high school juniors and seniors. Analysis showed that the demographic, individual characteristic, and external and internal factor variables of students who express the behavioral intention to continue their education differ from those who do not at the 95% significance level. Further, boys and girls show different behavioral intentions towards continuing education as well as determinants. The multivariate econometric analysis using a probit model showed the relative effects each determinant has on the probability that a student will express an intention to continue their education. Ideas for strategic message development based on the characteristics and determinants of these students are offered.
Download or read book School Connectedness written by Lucy Marie Rabold Murdock and published by . This book was released on 2015 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: The transition to a new high school can disrupt social networks, cause anxiety, and hinder academic success for secondary students. School-based comprehensive peer-mentoring programs that focus on transitioning secondary students have the potential to alleviate the anxiety of a changing school climate by promoting school connectedness, building peer relationships, and being sensitive to the social, academic, and procedural concerns of transitioning secondary students (Cauley & Jovanovich, 2006). Students who feel connected to school feel personally accepted, respected, included, and supported by others in the school social environment, all of which may guard against student alienation, poor self-esteem, and other deviant behaviors for adolescent youth. The following research paper discusses how focused school-based peer-mentoring programs for adolescents may help to build school and peer connectedness; promote academic achievement, healthy development, and psychological health; increase protective factors; and decrease risky behaviors. A presentation and program guide for secondary administration and staff were developed based on the information found in the literature review.
Download or read book The Effectiveness of Using School based Formal Mentoring Programs for At risk High School Students written by Amy Kathleen Lofgren and published by . This book was released on 2006 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Empowered Learning in Secondary Schools written by Cynthia E. Hazel and published by Applying Psychology in the Sch. This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Positive youth development is a strengths-based, positive psychology approach to fostering adolescents' educational engagement and achievement. It focuses not just on students' academic development but also on their vocational, social, and emotional development. The positive youth development philosophy is at the heart of Cynthia Hazel's unique model of secondary school change, which uses a multi-tiered system of support to challenge the status quo of widespread achievement gaps. In this thought-provoking book, Cynthia Hazel presents her positive youth development-multi-tiered system of support model, including its theoretical foundations, practical instructions for implementing the model, and case examples illustrating application. Recognising that students' own voices are critical to their empowerment and strong outcomes, the model calls for students to participate alongside parents, teachers, and administrators in designing and guiding the school's support structures. The resulting paradigm shift - truly empowered learning - offers hope for all secondary schools, especially those in which many students currently do not achieve postsecondary success.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2003 with total page 506 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Download or read book Examining the Social Effects of Community based Mentoring on At risk Adolescent Girls written by Nina L. Price and published by . This book was released on 2017 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative phenomenological study is to examine which strategies of mentoring, if any, have a positive impact on adolescent girls who engage in potentially at-risk social behaviors, which may negatively affect their self-esteem and academic performance. The female students who participated in this study attend a large high school in Dallas/Fort Worth Metroplex, are between the ages of 15 and 18, and are mentored by volunteers of The TurnAround Agenda Outreach Center. The study is informed by two theoretical frameworks which seek to guide a study of human interactions: social learning theory (Bandura, 1971) and attachment theory (Bowlby, 1980). Findings indicate the benefits of the program model and confirm that mentor strategies have a positive impact on student self-esteem and academic achievement, and thus contribute to diminish their at-risk behaviors.
