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Replicating a Scalable Intervention That Helps Students Reappraise Academic and Social Adversity During the Transition to Middle School.

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Title: Replicating a Scalable Intervention That Helps Students Reappraise Academic and Social Adversity During the Transition to Middle School.
Authors: Pyne, Jaymes1 (AUTHOR), Borman, Geoffrey D.2 (AUTHOR)
Source: Journal of Research on Educational Effectiveness. Oct2020, Vol. 13 Issue 4, p652-678. 27p.
Subject Terms: *Middle schools, *Middle school student attitudes, *Middle school students, *Grade point average, *Achievement, Ethnic groups, Randomized controlled trials
Abstract: Recent evidence suggests that helping students reappraise common social and academic worries during the difficult transition to middle school can improve their academic achievement. To further test this outcome, we conducted a pre-registered randomized controlled trial at scale among students transitioning to middle school in seventh grade (N = 2,171). The intervention increased students' seventh-grade grade point average, the sole confirmatory outcome proposed in preregistration, and reduced course failures when compared to controlgroup students. Differences in effects between those found for white students and for other racial/ethnic groups were not statistically significant. These results reinforce previous findings suggesting that reappraising stressful school situations during the transition to middle school may improve academic achievement for students across all demographic groups. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Replicating a Scalable Intervention That Helps Students Reappraise Academic and Social Adversity During the Transition to Middle School.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+on+Educational+Effectiveness%22">Journal of Research on Educational Effectiveness</searchLink>. Oct2020, Vol. 13 Issue 4, p652-678. 27p.
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  Data: *<searchLink fieldCode="DE" term="%22Middle+schools%22">Middle schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+student+attitudes%22">Middle school student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Grade+point+average%22">Grade point average</searchLink><br />*<searchLink fieldCode="DE" term="%22Achievement%22">Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+groups%22">Ethnic groups</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+controlled+trials%22">Randomized controlled trials</searchLink>
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  Data: Recent evidence suggests that helping students reappraise common social and academic worries during the difficult transition to middle school can improve their academic achievement. To further test this outcome, we conducted a pre-registered randomized controlled trial at scale among students transitioning to middle school in seventh grade (N = 2,171). The intervention increased students' seventh-grade grade point average, the sole confirmatory outcome proposed in preregistration, and reduced course failures when compared to controlgroup students. Differences in effects between those found for white students and for other racial/ethnic groups were not statistically significant. These results reinforce previous findings suggesting that reappraising stressful school situations during the transition to middle school may improve academic achievement for students across all demographic groups. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/19345747.2020.1784330
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      – Code: eng
        Text: English
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      – SubjectFull: Middle schools
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      – SubjectFull: Middle school student attitudes
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      – SubjectFull: Middle school students
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      – SubjectFull: Grade point average
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      – SubjectFull: Achievement
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      – SubjectFull: Ethnic groups
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      – SubjectFull: Randomized controlled trials
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              Text: Oct2020
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