Abstract
This article presents the results of an evaluation conducted by two middle school counselors, in collaboration with university researchers, to assess the effectiveness of a classroom intervention designed to impact academic achievement. The intervention utilized was a standardized conflict resolution curriculum, which then was linked to problem-solving strategies across core academic areas. The results of the evaluation indicate that students' self-efficacy beliefs regarding problem solving were higher in the intervention group than in the comparison group; however, no significant differences in academic achievement were found.
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