Convergent and Divergent Validity of the Student Engagement in School Success Skills Survey

Abstract

This pilot study explored differences between the levels of anger expression and anger control by adolescent males and females. Eighteen participants (9 males and 9 females) completed a strength-based anger management group promoting wellness. Anger management group counseling consisted of a 10-week continuous intervention emphasizing anger reduction, anger control and appropriate anger expression. Results indicated gender differences in that females exhibited more anger expression, as well as less anger control. However, females had higher levels of overall improvement. The article concludes with limitations and implications for mental health counseling with adolescent populations.

Results of a Randomized Controlled Trial of the Student Success Skills Program on Grade 5 Students’ Academic and Behavioral Outcomes

“…Exploratory (Carey, Brigman, Webb, Villares, & Harrington, 2014) and confirmatory factor analyses (Brigman et al, 2015) indicated that the SESSS has three underlying factors relating to Self‐Direction of Learning, Support of Classmates Learning, and Self‐Regulation of Arousal. A study of the convergent and divergent validity of the SESSS survey (Villares et al, 2014) indicated that these subscales correlated highly with the MSLQ Cognitive Strategy Use and Self‐Regulation subscales but did not correlate with the MSLQ Test Anxiety subscale.…”

The effects of Student Success Skills on attendance and emotion regulation

“…The self-regulation of arousal subscale includes three items: I imagine being in a calm place in order to feel less stressed; I focus on positive thoughts so I will feel less stressed; and I focus on slowing my breathing so I will feel less stressed. The SESSS survey has a Cronbach alpha of 0.90 with a coefficient reliability of 0.68 for the self-regulation of the arousal subscale (Villares et al, 2014).…”

“…The SSS classroom program is built upon previous empirical evidence that supports grade 4–12 students’ acquisition of cognitive and noncognitive skills linked to improved academic achievement and well‐being (Hattie et al., 1996; Masten & Coatsworth, 1998; Wang et al., 1994). The SSS skills introduced through a series of classroom lessons involve (a) goal setting and progress monitoring; (b) building a community of caring, support, and encouragement; (c) building cognitive and memory skills; (d) performing under pressure and managing test anxiety; and (e) building healthy optimism (Villares et al., 2023). The SSS program is a preventative guidance curriculum.…”

The Effect of a Student Achievement Curriculum on Grade 9 Completion Rate and Student Engagement

“…These four factors are related to the cognitive and metacognitive, social skills, and self-management categories. The overall reliability α coefficient for SESSS total scale ranged from .34 to .63 and the scores were distributed normally with a mean of 65.83 and a standard deviation of 15.44 (Brigman et al, 2014; Villares et al, 2015).…”