The purpose of the current outcome study was to determine the effects of the Ready for Success (RFS) classroom guidance program (Brigman & Webb, 2012) on the social-emotional skills and competence, reading proficiency, and promotion between third-grade students who received the RFS intervention (treatment group; n = 104), and third-grade students who did not receive the intervention (comparison group; n=91). Following training in the manualized RFS curriculum, certified school counselors in the treatment group implemented five, weekly, 30-minute lessons followed by three monthly booster lessons. This study followed a quasi-experimental, non-equivalent group design. The study employed a teacher report measure of social-emotional skills and competence (i.e., Devereux Student Strengths Assessment) and a standardized formative assessment of reading proficiency (i.e., Reading Running Record). Furthermore, retention data was provided by the participating school district’s data source. Statistical significance between the groups was measured by a series of MANCOVA analyses and a Pearson’s chi-square analysis. A partial eta-squared ηp2 effect size was reported for each dependent variable. The data supported the RFS classroom guidance program as an effective Social-Emotional Learning (SEL) intervention for promoting student social-emotional skill development (i.e. selfawareness, self-management, social awareness, relationship skills, and responsible decision making) and overall social-emotional competence (SEC). This study provided support for the use of school counselor-led SEL classroom programs to promote the social-emotional development of students in the school setting. Furthermore, the study further supports the value of school counseling interventions for students in the domain of social-emotional development. Finally, the findings of this study provided empirical support for the RFS classroom guidance program as an effective SEL intervention. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

The objective of this correlation study was to describe the association between the self-directed learning readiness (SDLR) and academic achievement among community college students enrolled in student success courses. Data were collected from a convenience sample of 35 community college students enrolled in student success seminar courses in central New Jersey. Total scores obtained from the administration of the Self-Directed Learning Readiness Scale (SDLRS) were used to measure participants’ degree of SDLR. Participants’ GPA and final student success course grade was used as metrics of academic achievement. Additional analyses were conducted to determine if participants’ age and gender changed the association between SDLRS score and academic achievement. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

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