Concepts such as positive youth development, leadership self-efficacy, and social intelligence are salient to understanding how transformational leadership behaviors manifest in adolescents. The Youth Transformational Model exhibited in the current study establishes the positive relationship that leadership exposure (leadership experience and/or having a formal leadership role), leadership self-efficacy, and social intelligence have with transformational leadership skills (i.e. inspirational motivation and individualized consideration). High school-aged members of a youth leadership organization (N = 142) completed a survey on leadership factors and social intelligence. Leadership self-efficacy was the central component to the relationship between leadership exposure and behaviors. While having a formal leadership role was positively associated with leadership experience and self-efficacy, only leadership experience was related to leadership self-efficacy, social intelligence, and transformational leadership skills. Leadership self-efficacy and social intelligence partially mediated leadership experience and transformational leadership skills’ relationship. These findings suggest that acquiring formal titles and power do not automatically translate to being a considerate and motivational leader. Female participants possessed more positive leadership experiences and higher transformational leadership skills compared to males, yet the literature does not reflect the current findings. Transformational leadership encourages young people not to lead forcibly or from a distance, but to lead by example, care about others’ needs, be motivational, and bring out the best in people. Results highlight the importance of leadership training programs and opportunities for adolescents.

The purpose of this study was to assess the effects of educational tracking on a selected number of high school students in Atlanta, Georgia, in particular, in ABC School System in east Metro Atlanta. This study addressed institutional and individual racism as it interfaced with social mobility in educational tracking. The subjects in this study consisted of 50 high school students who have been tracked. Frequency Analysis in numbers and percentages were employed to analyze the data. A study was done in ABC high school. Results indicated that an overwhelming majority of the responses strongly agreed that tracking effected them negatively, and that they were tracked because of racism. Results also indicated that majority of the respondents strongly agreed that educational tracking effected their academic advancement and income. Attitudes of African American high school students toward high school tracking was used for this.

The problem with which this investigation is concerned is the comparison of the effects of two group counseling approaches upon selected counselee characteristics. The purpose of the study was the determination of the relative effectiveness of counselor-led group counseling and leaderless group counseling upon anxiety, self-concept, and study habits and attitudes among high school seniors. Forty of ninety-six Russellville, Arkansas, high school seniors who were referred for group counseling by their high school teachers and counselors were randomly selected as subjects. Thirty of the students were assigned in a random manner to three ten-member experimental groups. Ten of the students were assigned in a random manner to a control group. Following treatment each group was reduced to eight subjects each because of poor participation by a few subjects in each group. The IPAT Anxiety Scale, the Tennessee Self-Concept Scale, and the Survey of Study Habits and Attitudes were administered to all subjects prior to and after ten weeks of treatment.

The problem of this study was to measure the effect of group counseling on visual imagery and selected personality factors of junior and senior level secondary school students. The purpose of this study was to determine if perception of visual images changed after group counseling. Also investigated was whether a concomital relationship existed among the perception of visual images and the self-concept, ascendance, and sociability.

This study investigated the relationship of high school curriculum to performance in academic foundation college courses. The purposes of the study were twofold: First, to study the relationship of a practical arts high school curriculum as opposed to a college preparatory high school curriculum to performance in academic foundation college courses. Second, to analyze this relationship and its implications for high school students, parents, teachers, and counselors.

The purposes of this study were to determine the current practices, as reported by the sponsors, of the senior high school student councils in the state of Texas and to compare these practices with those recommended by national student council specialists. A subsidiary purpose was to give direction for future district and state workshops.

The problem of this study was a comparison of two methods of teaching life career planning to junior high school students. In this study, the experimental group was taught by means of the Life Career game, and the control group was taught by a teacher-directed technique using more traditional methods and materials.

The problem of the study was to compare three groups of high school seniors--college preparatory, vocational preparatory, and general diploma students--in scholastic achievement, attitudes, and types of personal problems.

The purpose of this study was to pursue the problem of the inter-relationship of selected chronological, psychological, and sociological factors and the dating frequency of selected single tenth and twelfth grade white students in Texas.

Students in an inner city junior high school in North Central Texas participated in a study whose purpose was to examine the effect of training in test item construction on their later test performance. The experimental group underwent twelve weeks of instruction using the Test Item Construction Method (TICM). In these sessions students learned to develop test items similar to those on which they were tested annually by the state via the Texas Assessment of Academic Skills (TAAS). The TICM aligned with state mandated test specifications.