An examination of the GPS for SUCCESS program

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2022-03-18 DOI:10.1080/1045988X.2022.2048627

P. Mullen, Jennifer K. Niles, Allison T. Dukes, Allison Spargo

引用次数: 0

Abstract

Abstract Today’s youth face multifaceted challenges in a time when society is more aware of the consequences of unhealthy decision-making. In this study, we tested the effectiveness of an emerging intervention, GPS for SUCCESS, a classroom-based 5-week program that helps students build their purpose in life while securing a commitment to achieve it. We employed a quasi-experimental study that included a nonrandom assignment to a treatment and comparison group. Findings indicated that the treatment group had statistically significant higher posttest scores on measures of meaning in life and personal growth initiative when compared to the comparison group and while controlling for their pretest scores. We discuss these findings and their implications for theory, practice, and future research.

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SUCCESS程序的GPS检查

当今社会越来越意识到不健康决策的后果，年轻人面临着多方面的挑战。在这项研究中，我们测试了一种新兴干预措施的有效性，GPS for SUCCESS，这是一个基于课堂的5周课程，帮助学生建立他们的生活目标，同时确保实现目标的承诺。我们采用了一项准实验研究，其中包括对治疗组和对照组的非随机分配。研究结果表明，与对照组相比，治疗组在控制前测分数的情况下，在生活意义和个人成长主动性方面的后测分数有统计学意义上的显著提高。我们将讨论这些发现及其对理论、实践和未来研究的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.