Abstract
High school students who had failed the North Carolina Minimal Competency Test (MCT) were administered a battery of psychological tests prior to and following a 10-week remedial training program. Those students who were given reattribution and success-only training and a control group of students with a teacher's aide were more likely to pass the MCT than the regular feedback and control with no aide groups. Furthermore, in the former three groups of students, self-esteem scores were higher and anxiety and depression scores lower than the scores in the latter two groups of students. The use of specific remediation programs for at-risk students are discussed.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
