The Role of Social–Emotional Mediators on Middle School Students’ Academic Growth as Fostered by an Evidence‐Based Intervention |
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| Authors: | Matthew E. Lemberger Kira J. Carbonneau James P. Selig Hannah Bowers |
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| Affiliation: | 1. Department of Individual, Family and Community EducationUniversity of New Mexico;2. Department of Educational Leadership, Sports Studies, and Educational/Counseling PsychologyWashington State University;3. Department of BiostatisticsUniversity of Arkansas for Medical Sciences;4. Department of Educational StudiesPurdue University;5. Now at Department of Counselor EducationFlorida Atlantic University |
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| Abstract: | The authors describe a school counselor intervention delivered to a predominantly Hispanic group of 193 7th‐grade students. Using multilevel modeling, the authors found that participation resulted in greater rates of academic achievement, particularly in math and for students who pretested at lower achievement levels. Results indicated an indirect effect on math achievement for the executive functioning constructs of plan and organize and task completion, but no executive functioning mediators were found for reading or feelings of connectedness. |
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| Keywords: | academic growth executive functioning feelings of connectedness middle school |
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