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Teaching Problem Solving Skills to Educationally At-Risk High School Students |
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Abstract:
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The current study examined processes relating problem-solving skills training to the performance of adolescent educationally at-risk students. This study began with a model based on the belief that both educational-risk level and problem solving skills training would influence behavioral efficacy and attempted to investigate processes related to locus of control and self-efficacy that underlie this influence. A quasi experiment first varied the problem solving skills training (trained, not trained) at different levels of student educationally at-risk students (at-risk, non-risk) and then measured problem-solving cognitive skill, locus of control, self-efficacy, and behavioral outcome efficacy on a sample of 88 students. Separate models for at-risk and non-risk students evolved. Models for both groups represent a process in which problem solving skills training influences locus of control (positively for at-risk but not positively for non-risk students) which then increases self-efficacy and subsequent behavioral outcome efficacy. |
Most Common Document Word Stems:
problem (201), solv (171), risk (170), efficaci (143), skill (143), student (138), control (109), self (90), locus (87), at-risk (86), train (83), model (82), behavior (72), self-efficaci (69), outcom (67), p (62), path (54), educ (54), non (53), cognit (53), studi (43), |
Author's Keywords:
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problem-solving skills, at-risk students, locus of control, self-efficacy, behavioral efficacy |
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Association:
Name: International Communication Association
URL: http://www.icahdq.org
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Citation:
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MLA Citation:
| Morton, Julie., Tamborini, Ron. and Skalski, Paul. "Teaching Problem Solving Skills to Educationally At-Risk High School Students" Paper presented at the annual meeting of the International Communication Association, Dresden International Congress Centre, Dresden, Germany, <Not Available>. 2009-05-25 <http://www.allacademic.com/meta/p90318_index.html> |
APA Citation:
| Morton, J. , Tamborini, R. and Skalski, P. "Teaching Problem Solving Skills to Educationally At-Risk High School Students" Paper presented at the annual meeting of the International Communication Association, Dresden International Congress Centre, Dresden, Germany Online <PDF>. 2009-05-25 from http://www.allacademic.com/meta/p90318_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The current study examined processes relating problem-solving skills training to the performance of adolescent educationally at-risk students. This study began with a model based on the belief that both educational-risk level and problem solving skills training would influence behavioral efficacy and attempted to investigate processes related to locus of control and self-efficacy that underlie this influence. A quasi experiment first varied the problem solving skills training (trained, not trained) at different levels of student educationally at-risk students (at-risk, non-risk) and then measured problem-solving cognitive skill, locus of control, self-efficacy, and behavioral outcome efficacy on a sample of 88 students. Separate models for at-risk and non-risk students evolved. Models for both groups represent a process in which problem solving skills training influences locus of control (positively for at-risk but not positively for non-risk students) which then increases self-efficacy and subsequent behavioral outcome efficacy. |
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| Document Type: |
PDF |
| Page count: |
38 |
| Word count: |
9637 |
| Text sample: |
| Abstract The current study examined processes relating problem-solving skills training to the performance of adolescent educationally at-risk students. This study began with a model based on the belief that both educational-risk level and problem solving skills training would influence behavioral efficacy and attempted to investigate processes related to locus of control and self- efficacy that underlie this influence. A quasi experiment first varied the problem solving skills training (trained not trained) at different levels of student educationally at-risk students |
| for Estimates in Figure ? 1 2 3 4 5 1. Problem solving skills training 1.00 2. Problem solving cognitive skills .26 .89 3. Self efficacy -.20 .11 .77 4. Locus of control -.15 -.02 .57* .76 5. Behavioral outcome efficacy # .26 .31 .26 .95 Note. Skills training was coded such that 1 = received skills training and 0 = did not receive skills training. Standardized item alpha appears in the diagonal. * indicates p < .05 two-tailed. |
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