The author of the current study examined the effects of the Student Success Skills (SSS) program on middle school students' perceptions of connectedness, parent-child relationship, and engagement in success skills. The sample included 41 predominantly Hispanic seventh grade students from an impoverished community in the rural southwest. The author used a paired-samples t-test to determine the effects of the SSS program on connectedness, parent-child relationship, and success skill engagement. Overall, students reported significantly decreased perceptions of connectedness and success skill engagement. A rationale for the students' results reflects the context of current educational climate, sex factors, and ethnic considerations. Based on results and discussion, the author provides implications for the practice of school counselors and suggestions for future research.
","abstract_html":"<p>The author of the current study examined the effects of the Student Success Skills (SSS) program on middle school students' perceptions of connectedness, parent-child relationship, and engagement in success skills. The sample included 41 predominantly Hispanic seventh grade students from an impoverished community in the rural southwest. The author used a paired-samples t-test to determine the effects of the SSS program on connectedness, parent-child relationship, and success skill engagement. Overall, students reported significantly decreased perceptions of connectedness and success skill engagement. A rationale for the students' results reflects the context of current educational climate, sex factors, and ethnic considerations. Based on results and discussion, the author provides implications for the practice of school counselors and suggestions for future research.</p>","abstract_has_math":false,"creators":["Bowers, Phyllis Hannah"],"institution":null,"degree_name":"Counselor Education","degree_level":"Dissertation","degree_discipline":"Individual, Family, and Community Education","degree_department":null,"school":null,"contributors":["Lemberger-Truelove, Matthew","Goodrich, Kristopher","Jayne, Kimberly","Jones, Martin"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-06-23T07:00:00Z","date_published":"2015-06-23T07:00:00Z","updated_at":"2026-07-24T05:26:22Z","subjects":["Connectedness","parent-child relationship","school counseling","middle school","Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalrepository.unm.edu/educ_ifce_etds/9"],"render_values":[{"text":"https://digitalrepository.unm.edu/educ_ifce_etds/9","href":"https://digitalrepository.unm.edu/educ_ifce_etds/9","code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/1928/27763","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lemberger-Truelove, Matthew","Goodrich, Kristopher","Jayne, Kimberly","Jones, Martin"]},{"key":"dc:creator","label":"Author","values":["Bowers, Phyllis Hannah"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-05-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Individual, Family, and Community Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation","Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Counselor Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Connectedness","parent-child relationship","school counseling","middle school","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/1928/27763","https://digitalrepository.unm.edu/educ_ifce_etds/9"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The author of the current study examined the effects of the Student Success Skills (SSS) program on middle school students' perceptions of connectedness, parent-child relationship, and engagement in success skills. The sample included 41 predominantly Hispanic seventh grade students from an impoverished community in the rural southwest. The author used a paired-samples t-test to determine the effects of the SSS program on connectedness, parent-child relationship, and success skill engagement. Overall, students reported significantly decreased perceptions of connectedness and success skill engagement. A rationale for the students' results reflects the context of current educational climate, sex factors, and ethnic considerations. Based on results and discussion, the author provides implications for the practice of school counselors and suggestions for future research.
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