Purpose. The purpose of this study was to determine the effectiveness of the Lions-Quest "Skills for Adolescence" (L-QSA) Program on self-esteem enhancement and academic achievement for middle school students. Procedure. A total of 1177 students from two middle schools in a northern California district were involved in the study. A group of 384 students, who had participated in the L-QSA Program in their sixth grade year, were compared with 793 students who had not received L-QSA training. All students were pre- and posttested on the Coopersmith Self-Esteem Inventory (CSEI) and the Comprehensive Test of Basic Skills (CTBS). In addition, a random sample of control and experimental subjects were delay tested on the CSEI. Independent variables included demographic data from school records and student self-report personological information. The five research questions addressed in the study were analyzed by means of a t-test of the Pearson product moment correlation coefficient, an analysis of covariance (ANCOVA), or a two-way analysis of variance (ANOVA). Findings. There was no significant relationship between participation in the L-QSA program and the enhancement of self-esteem and academic achievement for most subjects. Limited English Proficient (LEP) students who participated in the L-QSA Program did show a significant relationship (p $<$.01) by decreased scores in the School-Academic area of self-esteem on the CSEI over time. In the delay testing, eighth grade L-QSA trained students showed a significant relationship (p $<$.05) by increased scores over time in the CSEI School-Academic subtest. Implications for further study. Replications of this study might be made varying length of training offered to students, the specific affective education program used in the training, and a larger portion of students who are participants in a labeled categorical education program such as students in Gifted and Talented Education (GATE), special education programs, and migrant minority students. Other self-esteem measures should also be used in addition to the CSEI to validate levels of self-esteem. Finally, a similar study might include the effects of increased parent participation and school staff in the affective education program.

This study examined the effectiveness of group assertiveness training with individuals who are mildly and moderately mentally retarded. There were 20 participants with 10 each in the control and the experimental group. Each group received the pretest and posttest measures. The experimental group also received four sessions on assertiveness training adapted from the Elwyn Institute's Personal Adjustment Manual, Volume II, Assertiveness Training. The training was developed for moderately and mildly mentally retarded individuals using these strategies: educational lectures, modeling, role-playing, and feedback. The control group received only the pretest and posttest measures. Assertiveness was measured by using three measures: two questionnaires, one consisting of 25 situational questions eliciting individuals to respond as they would in real life and the Chapman Assertiveness Instrument; and one behavioral observation check off chart. A univariate repeated measures anaLysis of variance was completed for each measure. There were significant results with all three measures indicating that the training was effective in increasing assertiveness.

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This study examines the relationship between participation in extracurricular activities and the variables of school attendance and academic achievement. The population for the study was the 1994-95 graduating class in the First Tennessee Development District high schools. The definition of extracurricular activities was expanded to include the employment of students. The relationships were examined through Pearson Product Moment correlations and by way of multiple regression. A total of 575 students from thirteen high schools made up the sample for this study. Schools were classified into three size categories and proportionally selected in order to accurately represent the population. Selected students responded to a survey instrument in order to provide the information to be analyzed. Demographic information concerning race, gender, and estimated family income was gathered. Respondents were also asked to provide the number of absences during the current year and current cumulative grade point average. The remaining portion of the survey contained a list of thirty-seven activities typically sponsored by high schools. Students provided information regarding the amount of time per week and the time frame of participation for any activity in which they participated. Space was allotted for respondents to provide the same information for activities not listed. A significant relationship was found between involvement in extracurricular activities and both school attendance and academic achievement. Results showed that as involvement in extracurricular activities increased, school attendance and academic achievement improved. This was true for two definitions of involvement. Results for employment differed. As involvement in employment increased, school attendance and academic achievement declined.