Examining student adherence within a cover-copy-compare intervention

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-01-12 DOI:10.1002/pits.23156

Kaytlin A. Nelson, Tanya L. Eckert

{"title":"Examining student adherence within a cover-copy-compare intervention","authors":"Kaytlin A. Nelson, Tanya L. Eckert","doi":"10.1002/pits.23156","DOIUrl":null,"url":null,"abstract":"Cover-copy-compare is a self-management intervention strategy developed to improve students' academic performance, particularly in spelling. In academic intervention research, it is often assumed that students are completing the intervention as intended, yet this is seldom examined during intervention implementation or subsequent data analysis. The primary aim of this study was to retrospectively examine students' cover-copy-compare permanent products to assess their ability to adhere to the intervention and to examine whether intervention adherence influences intervention effectiveness. A secondary data analysis of 86 third-grade students participating in two randomized controlled trials examining the efficacy of cover-copy-compare on writing productivity was conducted. Results indicated that students' adherence to the cover-copy-compare intervention was high, and students' preintervention spelling performance and intervention adherence emerged as statistically significant predictors of students' postintervention spelling performance. Limitations of the study and implications for assessing students' intervention adherence are discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"120 1","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology in the Schools","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1002/pits.23156","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 0

Abstract

Cover-copy-compare is a self-management intervention strategy developed to improve students' academic performance, particularly in spelling. In academic intervention research, it is often assumed that students are completing the intervention as intended, yet this is seldom examined during intervention implementation or subsequent data analysis. The primary aim of this study was to retrospectively examine students' cover-copy-compare permanent products to assess their ability to adhere to the intervention and to examine whether intervention adherence influences intervention effectiveness. A secondary data analysis of 86 third-grade students participating in two randomized controlled trials examining the efficacy of cover-copy-compare on writing productivity was conducted. Results indicated that students' adherence to the cover-copy-compare intervention was high, and students' preintervention spelling performance and intervention adherence emerged as statistically significant predictors of students' postintervention spelling performance. Limitations of the study and implications for assessing students' intervention adherence are discussed.

查看原文本刊更多论文

在封面-副本-比较干预中检查学生的坚持情况

封面-副本-比较是一种自我管理干预策略，旨在提高学生的学习成绩，尤其是拼写成绩。在学业干预研究中，通常假定学生按照预期完成了干预，但在干预实施或后续数据分析过程中却很少对此进行检查。本研究的主要目的是回顾性地检查学生的 "封面-副本-比较 "永久性产品，以评估他们坚持干预的能力，并研究坚持干预是否会影响干预效果。本研究对 86 名三年级学生进行了二次数据分析，这些学生参加了两项随机对照试验，研究封面-副本-比较对写作效率的影响。结果表明，学生对封面-副本-比较干预的依从性很高，学生干预前的拼写成绩和干预依从性在统计学上对学生干预后的拼写成绩有显著的预测作用。本研究的局限性和对评估学生坚持干预的影响也在讨论之列。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.