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Record identifier : 567747
Personal Name - Primary Intelectual Responsibility : Stevens, Brittany Emling
Title and statement of responsibility : Just do it: The impact of a summer school self-advocacy program on depression, self-esteem, and attributional style in learning disabled adolescents [Thesis]
Publication, Distribution,Etc. : The Claremont Graduate University, 2005
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , The Claremont Graduate University
Summary or Abstract : When considering interventions to improve the academic performance of learning disabled adolescents, it is important to examine the effectiveness of self-advocacy training. Increased self-advocacy skills have been shown to positively impact attributional style, self-esteem, depression, and academic performance (Kistner, Osborne, & LeVerrier, 1988; Phillips, 1990; Swanson, 1981; Westervelt & Johnson, 1998). However, a review of the literature reveals that few quantitative assessments of school-based intervention programs for learning disabled adolescents have been conducted. This study evaluated the effects of Just Do It, a summer school self-advocacy training program for incoming ninth grade learning disabled students. According to the Just Do It theoretical model, developing an adaptive attributional style through increasing one's sense of control over the environment is predicted to improve subsequent academic performance. If students develop a positive outlook and feel capable of succeeding, they are likely to demonstrate stronger academic performance. Additionally, increases in adaptive attributional style are hypothesized to affect academic performance by reducing depression and improving self-esteem. To evaluate these hypotheses, questionnaires assessing attributional style, depression, and self-esteem were administered to 83 learning disabled adolescents comprising two matched samples: those attending the Just Do It program (N = 43) and those not attending the program (N = 40). The questionnaires were administered prior to and following participation or non-participation in the program. Specific predictions were: (1) after the intervention, participants would demonstrate higher GPA, lower depression, higher self-esteem, and more adaptive attributional style than the control group, and (2) attributional style would mediate the effects of self-advocacy training on self-esteem, depression, and academic performance..
Topical Name Used as Subject : Developmental psychology, Educational psychology, Special education
Information of biblio record : TL
 
 
 
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