The Influence of Repeated Exposure to the Student Success Skills Program on Middle School Students’ Feelings of Connectedness, Behavioral and Metacognitive Skills, and Reading Achievement

Abstract

The authors of the current study examined the influence of repeated exposure to the Student Success Skills (SSS) counseling intervention program on feelings of connectedness, behavioral and metacognitive skills, and reading achievement for 201 students in a predominately Hispanic, low-income middle school district in the Southwest United States. Results from multiple path analyses indicated model fits based on SSS participation for behavioral regulation for the treatment group, feelings of connectedness for females in the treatment group, and reading growth for low-achieving students.