School counselors are increasingly being held responsible for creating programs and services that promote school success and that interface with the academic goals of schools. These programs should help students develop skills to aid in the learning process. In addition, school counselors, who fully implement a comprehensive guidance and counseling program, can contribute to positive student success and development (American School Counselor Association, 2005). This study highlights accountability issues for school counselors and related research regarding the impact school counselors have on student achievement and character development. Specifically, third grade students' perceptions and judgments regarding school success in relation to three classroom guidance lessons were explored. The findings of this study reveal how the students viewed the guidance lessons as being more or less facilitative of their perception of school success. Furthermore the findings can prove beneficial for school counselors with their service delivery of a comprehensive guidance and counseling program.
","abstract_html":"<p>School counselors are increasingly being held responsible for creating programs and services that promote school success and that interface with the academic goals of schools. These programs should help students develop skills to aid in the learning process. In addition, school counselors, who fully implement a comprehensive guidance and counseling program, can contribute to positive student success and development (American School Counselor Association, 2005). This study highlights accountability issues for school counselors and related research regarding the impact school counselors have on student achievement and character development. Specifically, third grade students' perceptions and judgments regarding school success in relation to three classroom guidance lessons were explored. The findings of this study reveal how the students viewed the guidance lessons as being more or less facilitative of their perception of school success. Furthermore the findings can prove beneficial for school counselors with their service delivery of a comprehensive guidance and counseling program. </p>","abstract_has_math":false,"creators":["Deering, Kimberly Lane"],"institution":null,"degree_name":"Ph.D.","degree_level":"Campus Access Dissertation","degree_discipline":"Educational Studies","degree_department":null,"school":null,"contributors":["Joshua M. Gold"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T04:36:50Z","subjects":["Education","Educational Methods","elementary","guidance","school counseling","school success"],"languages":[],"rights":["© 2010, Kimberly Lane Deering"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/332","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Joshua M. Gold"]},{"key":"dc:creator","label":"Author","values":["Deering, Kimberly Lane"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Educational Methods","elementary","guidance","school counseling","school success"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2010, Kimberly Lane Deering"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/332"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["School counselors are increasingly being held responsible for creating programs and services that promote school success and that interface with the academic goals of schools. These programs should help students develop skills to aid in the learning process. In addition, school counselors, who fully implement a comprehensive guidance and counseling program, can contribute to positive student success and development (American School Counselor Association, 2005). This study highlights accountability issues for school counselors and related research regarding the impact school counselors have on student achievement and character development. Specifically, third grade students' perceptions and judgments regarding school success in relation to three classroom guidance lessons were explored. The findings of this study reveal how the students viewed the guidance lessons as being more or less facilitative of their perception of school success. Furthermore the findings can prove beneficial for school counselors with their service delivery of a comprehensive guidance and counseling program.
"]},{"key":"dc:title","label":"Title","values":["Exploring Third Grader Students' Perceptions of School Success"]}]}],"canonical_facts":{"dc:contributor":["Joshua M. Gold"],"dc:creator":["Deering, Kimberly Lane"],"dc:description.abstract":["School counselors are increasingly being held responsible for creating programs and services that promote school success and that interface with the academic goals of schools. These programs should help students develop skills to aid in the learning process. In addition, school counselors, who fully implement a comprehensive guidance and counseling program, can contribute to positive student success and development (American School Counselor Association, 2005). This study highlights accountability issues for school counselors and related research regarding the impact school counselors have on student achievement and character development. Specifically, third grade students' perceptions and judgments regarding school success in relation to three classroom guidance lessons were explored. The findings of this study reveal how the students viewed the guidance lessons as being more or less facilitative of their perception of school success. Furthermore the findings can prove beneficial for school counselors with their service delivery of a comprehensive guidance and counseling program.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/332"],"dc:rights":["© 2010, Kimberly Lane Deering"],"dc:subject":["Education","Educational Methods","elementary","guidance","school counseling","school success"],"dc:title":["Exploring Third Grader Students' Perceptions of School Success"],"thesis:degree_discipline":["Educational Studies"],"thesis:degree_level":["Campus Access Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T04:36:50Z"}