The Effectiveness of a REBT Training Program in Increasing the Performance of High School Students in Mathematics

The efficacy of an REBT-based skill training program on the mathematics performance of disadvantaged black eleventh graders enrolled in Upward Bound was examined. Fifty-six students (18 males and 37 females) were randomly assigned to Perception Analysis Training (PAT) or an attention control group (ACG). The two groups met at the same hour each week for eight-weeks. PAT consisted of instruction in the application of RET strategies to the management of emotions that interfere with the development of proficiency in mathematics. ACG group members discussed films pertaining to career and personal development. Pre-test results confirmed a relationship between beliefs and mathematics achievement. Three measures of problematic beliefs concerning mathematics were significantly correlated (p>.01) with high school math grades and performance on the California Achievement Test-Math (CAT). At post-test PAT participants were less committed to self-defeating beliefs regarding mathematics than AGC members. ANCOVAs showed that PAT students made significantly greater pre- to post-test gains in their mathematical performance than control group members. PAT group members out performed AGC subjects in terms of Upward Bound math grades (ES=0.61; p >.0008), high school math grades (ES = 1.09; p>.0001), and scores on the CAT (ES=0.40; p >.02).