The effects of Student Success Skills on attendance and emotion regulation

Abstract

This study examines the effects of the Student Success Skills (SSS) intervention, an Advocating Student-within-Environment-informed intervention, on Hispanic students’ (N = 681) school attendance and emotion regulation. The study variables reflected students’ attendance, self-regulation, and test anxiety. The school counselors in the treatment group (n = 15) delivered the SSS program, while those in the control group (n = 15) did not. The results of multivariate analyses of covariance (MANCOVA) tests revealed significant differences in school attendance and test anxiety 30 weeks following the fifth SSS lesson. Statistical significance for self-regulation was found only 2 weeks after the fifth SSS lesson.