Journal articles: 'Academic intervention'

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Sinclair, Anne C., Samantha A. Gesel, and Christopher J. Lemons. "The Effects of Peer-Assisted Learning on Disruptive Behavior and Academic Engagement." Journal of Positive Behavior Interventions 21, no. 4 (May 27, 2019): 238–48. http://dx.doi.org/10.1177/1098300719851227.

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Education researchers have recently called for the development of interventions to address the needs of students with or at risk of disabilities who exhibit co-occurring academic and behavioral needs. Teachers of these students frequently prioritize intervening on problem behavior rather than academics. However, addressing students’ academic needs with interventions that change classroom environments may reduce problem behavior. This study examined the effects of a reciprocal peer-tutoring program on disruptive behavior and academic engagement. An A-B-A-B design was implemented in an eighth-grade intervention classroom receiving Tier 2 supports from a general educator, with one student who demonstrated frequent disruptive behavior and concomitant reading difficulty. Results support a functional relation between the intervention and changes in disruptive behavior and academic engagement. Implications for future research and practice are discussed.

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Hope, Jessica, Charlotte Lemanski, Tanja Bastia, Nina Moeller, Paula Meth, and Glyn Williams. "Childcare and academia: an intervention." International Development Planning Review: Volume 42, Issue 4 42, no. 4 (October 1, 2020): 391–405. http://dx.doi.org/10.3828/idpr.2019.40.

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In this Viewpoint, we engage with the everyday politics of academia - specifically, how caring for young children continues to affect academic work and career trajectories in ways that could be better mitigated. This viewpoint piece collates the personal accounts of six development scholars who discuss their experiences of negotiating both academia and childcare, covering fieldwork, funding, career trajectories, sharing parental responsibilities and challenges for family life. Though charting different experiences, all these contributions argue for better recognition of both the gains and persistent inequalities in how care responsibilities impact academic work and careers, and the need to better mitigate these with concrete changes to policy and practice.

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Khuder, Baraa, and Bojana Petrić. "Academic texts in motion." Journal of English for Research Publication Purposes 3, no. 1 (June 2, 2022): 51–77. http://dx.doi.org/10.1075/jerpp.22001.khu.

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Abstract Knowledge production in collaborative writing for publication has tended to be studied as fixed in time and place; few studies have focused on the drafting and redrafting of texts and the interactions among the co-authors involved. Using a text history approach to a research article co-authored by an exiled academic and his two more experienced co-authors, all using English as an additional language, this study investigates the impact of interactions during text production on the focal academic’s understanding of writing for English-medium international publication. We analysed the co-authors’ comments on the academic’s drafts, examining their Intervention Levels (levels of directness and explicitness) and Intervention Areas (disciplinary, writing, and publishing conventions) and the academic’s responses to these interventions. Analysis focused on interaction episodes (written interactions relating to a specific point in the text and relevant textual changes throughout drafts). Findings revealed that interventions focused on multiple areas, with the co-authors acting as knowledge brokers in all domains. The interaction dynamics changed across the drafts, in the focus of interaction episodes and the levels of co-authors’ interventions provided to the academic, which created a space to negotiate interventions and, consequently, to enrich his understanding of writing practices for international publication in English.

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Morrison, Julie Q., Rebecca L. Rahschulte, Lauren McKinley, and Allison M. Maxwell. "EXAMINING INTERVENTION EFFECTIVENESS AND EFFICIENCY OUTCOMES IN SINGLE-CASE DESIGN STUDIES." Problems of Psychology in the 21st Century 8, no. 2 (December 25, 2014): 161–71. http://dx.doi.org/10.33225/ppc/14.08.161.

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The research literature on evidence-based academic interventions focuses predominantly on measures of intervention effectiveness. Intervention efficiency measures, in contrast, include the dimension of time required to achieve a level of effectiveness. The purpose of this study was to review the research literature for single-case design studies that included measures of both effectiveness and efficiency for academic (i.e., reading, math, writing, and spelling) interventions in schools. The study reviewed single-case design research on academic interventions published in six dominant peer-reviewed journals in school psychology between 2003-2013: School Psychology Review, School Psychology Quarterly, Psychology in the Schools, Journal of School Psychology, Journal of Behavioral Education, and the Journal of Evidence-Based Practices for Schools. The results of this study suggest that intervention efficiency measures are largely absent from the academic intervention research. The implications of this study are that both effectiveness and efficiency measures need to be considered as they each provide a unique contribution to determining the impact of an academic intervention. Key words: intervention efficiency, single-case designs.

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O'Neill, Patrick. "Academic reform as community intervention." Canadian Psychology/Psychologie canadienne 29, no. 4 (1988): 362–65. http://dx.doi.org/10.1037/h0084558.

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Eckert, Tanya L., Bridget O. Hier, Narmene F. Hamsho, and Rigby D. Malandrino. "Assessing children’s perceptions of academic interventions: The Kids Intervention Profile." School Psychology Quarterly 32, no. 2 (June 2017): 268–81. http://dx.doi.org/10.1037/spq0000200.

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Hen, Meirav, and Marina Goroshit. "Prevention and intervention for academic procrastination in academic communities." Journal of Prevention & Intervention in the Community 46, no. 2 (February 27, 2018): 113–16. http://dx.doi.org/10.1080/10852352.2016.1198149.

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Busch, Isolde Martina, Silvia Savazzi, Giuseppe Bertini, Paola Cesari, Olivia Guaraldo, Michela Nosè, Corrado Barbui, and Michela Rimondini. "A Practical Framework for Academics to Implement Public Engagement Interventions and Measure Their Impact." International Journal of Environmental Research and Public Health 19, no. 20 (October 16, 2022): 13357. http://dx.doi.org/10.3390/ijerph192013357.

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Academic institutions have shown an increased interest in the so-called third mission to offer an impactful contribution to society. Indeed, public engagement programs ensure knowledge transfer and help to inspire positive public discourse. We aimed to propose a comprehensive framework for academic institutions planning to implement a public engagement intervention and to suggest potential indicators to measure its impact. To inform the framework development, we searched the literature on public engagement, the third mission, and design theory in electronic databases and additional sources (e.g., academic recommendations) and partnered with a communication agency offering non-academic advice. In line with this framework, we designed a public engagement intervention to foster scientific literacy in Italian youth, actively involving them in the development of the intervention. Our framework is composed of four phases (planning/design, implementation, immediate impact assessment, and medium- and long-term assessment). Impact indicators were subdivided into outcome variables that were immediately describable (e.g., changed understanding and awareness of the target population) and measurable only in the medium or long run (e.g., adoption of the intervention by other institutions). The framework is expected to maximize the impact of public engagement interventions and ultimately lead to better reciprocal listening and mutual understanding between academia and the public.

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Distina, Primalita Putri. "Intervensi Mindful Breathing Untuk Mengatasi Stres Akademik Pada Remaja Sekolah Menengah Atas." Psychosophia: Journal of Psychology, Religion, and Humanity 3, no. 2 (October 1, 2021): 124–40. http://dx.doi.org/10.32923/psc.v3i2.1756.

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High school students are prone in experiencing academic stress. Academic stressors faced are in the form of pressure to have a lot of assignments, length of study, poor time management, to anxiety facing exams. Some research shows that academic stress of high school students are in the high category. In an extreme case, academic stress can lead to self-harm behavior. One of the interventions that can overcome academic stress is mindful breathing. This study aims to determine the result of mindful breathing intervention to overcome academic stress in high school students. This study used a single-subject design, with one subject aged 16 years who was in grade XI. The flow of intervention consists of counseling sessions, preparation, implementation of the intervention, and evaluation. The results showed that the mindful breathing intervention was successful in dealing with academic stress in high school students.

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Goroshit, Marina. "Academic procrastination and academic performance: An initial basis for intervention." Journal of Prevention & Intervention in the Community 46, no. 2 (February 27, 2018): 131–42. http://dx.doi.org/10.1080/10852352.2016.1198157.

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Shahid, Waleed, and Sheeba Farhan. "The Effect of Self-Compassion Intervention on Academic Motivation and Academic Stress on Mental Health of Students in Hybrid Learning." Journal of Professional & Applied Psychology 3, no. 2 (June 30, 2022): 165–81. http://dx.doi.org/10.52053/jpap.v3i2.101.

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The hybrid learning model has been introduced as a model of learning in response to the cessation of the education system due to the COVID-19. It could be an effective strategy in response to educational crisis in the wake of future pandemics. The shift to online and hybrid model was met with reluctance and posed a set of new challenges like demotivation and stress due to the change in the dynamics of the entire education system. The study aimed to incorporate self-compassion interventions into the current hybrid model by means to improve motivation and reduce the stress levels of students. 20 students with age range 18-25 were targeted through convenience sampling in a pre-test post-test design to measure the level of academic stress, motivation and self-compassion. Academic stress scale, Academic Motivation Scale and Self-Compassion – Short Form were used. The research comprised of three phases, pre-intervention, intervention and post-intervention. Eight session plans of self-compassion interventions, self-compassionate motivation and stress reduction through mindfulness were introduced using Kristin Neff’s The Mindful Self-Compassion Workbook. Data was analyzed using Statistical Package for Social Sciences (SPSS) version 22. The results showed insignificant difference in Self-Compassion after the intervention (p=0.24) while academic motivation and academic stress had a value of p=0.000 representing an increase in academic motivation (p<0.05) and a decrease in academic stress (p<0.05) post intervention. This study will pave way for further researches to find effective measures as means of preparedness for future pandemic and educational crisis.

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Kamrath, Barry, and Teresa Brooker. "Improved Attitude and Achievement: A Case Study of an Elementary School Academic Advisement Intervention." Professional School Counseling 21, no. 1 (January 2017): 1096–2409. http://dx.doi.org/10.5330/1096-2409-21.1.60.

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School counselors are often called upon to develop and implement academic interventions. In this case study of one urban elementary school, a school counselor conducted a small group academic advisement intervention. The results suggest that integrating the activities into the elementary school counseling program can be an effective Response to Intervention (RTI) component that advances academic achievement and improves attendance and discipline issues. This article presents the impact of the intervention on student and parent attitudes toward school and future success and shares implications for school counselors.

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Abelman, Robert, and Anthony Molina. "Style Over Substance Revisited: A Longitudinal Analysis of Intrusive Intervention." NACADA Journal 21, no. 1-2 (March 1, 2001): 32–39. http://dx.doi.org/10.12930/0271-9517-21.1-2.32.

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In a recent report, the authors showed that the academic intervention process, rather than the specific intervention content, was responsible for a short-term influx in at-risk student performance and persistence. Students in varying degrees of academic probation were randomly assigned to one of three intervention strategies that incorporated controlled content but divergent levels of intrusiveness. Results showed that the most intrusive intervention produced higher cumulative grade-point averages and retention rates for all at-risk students. This follow-up study on the long-term impact of these one-time interventions confirms results regarding performance and persistence: Some intrusion is better than none in academic advising.

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Shim, HyoJin, and JungSub Kim. "Needs Analysis for Academic Emotional Regulation Intervention for Academic Probation Students." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 11 (June 15, 2021): 187–206. http://dx.doi.org/10.22251/jlcci.2021.21.11.187.

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Firth-Clark, Andrea, Stefan Sütterlin, and Ricardo Gregorio Lugo. "Using Cognitive Behavioural Techniques to Improve Academic Achievement in Student-Athletes." Education Sciences 9, no. 2 (April 26, 2019): 89. http://dx.doi.org/10.3390/educsci9020089.

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Improving academic grades within the core areas of English, Science and Mathematics has had a lot of previous research interest, but research has tended to mostly focus on students who are failing, non-athletically talented students or student athletes at collegiate level. The particular needs of athletically talented secondary school students who are academically underperforming have so far been neglected. This study addressed this issue by measuring the outcome of academic grades in these three core areas. Method: During a six week intervention programme, ninety four students were separated into 4 groups: control, heart rate variability biofeedback, performance psychology skills training and a combination of these two interventions. Changes in self-efficacy and self-regulation for all students were also measured. Results: Significant pre–post intervention differences in all academic subjects and generalised self-efficacy were found when compared to the control group. Results also showed that a combination of interventions with medium–large effect size was more effective in improving academic results than the single interventions on their own. All interventions improved self-efficacy, but were not significantly different from each other. Self-efficacy was found not to have any interaction effects. Conclusion: Sport psychological skills training can help student-athletes achieve higher scholastic grades and aid mindfulness intervention. Mindfulness on its own was not found to be the most effective intervention, and as such should be used as an adjunct to other psychological methods. Psychological skills training (PST) may help students generalize approaches used in sport to the academic arena.

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Earl, Walter R. "INTRUSIVE ADVISING OF FRESHMEN IN ACADEMIC DIFFICULTY." NACADA Journal 8, no. 2 (September 1, 1988): 27–33. http://dx.doi.org/10.12930/0271-9517-8.2.27.

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Intrusive interventions with second semester freshmen on probation is a concept of deliberate intervention in order to enhance student motivation to utilize structured assistant modes. The model is consistent with current research on retention. A three-point theoretical model of intrusive advising is presented and an example of a successful framework used at Old Dominion University is described.

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Morais, Maria de Fátima, Saul Neves de Jesus, Ivete Azevedo, Alexandra M. Araújo, and João Viseu. "Intervention Program on Adolescent's Creativity Representations and Academic Motivation." Paidéia (Ribeirão Preto) 25, no. 62 (December 2015): 289–98. http://dx.doi.org/10.1590/1982-43272562201502.

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AbstractCreativity and its promotion are widespread concerns in education. However, few efforts have been made to implement intervention programs designed to promote creativity and other related aspects (e.g., academic motivation). The Future Problem Solving Program International (FPSPI), aimed for training creativity representations and creative problem solving skills in young people, has been one of the most implemented programs. This intervention's materials and activities were adapted for Portuguese students, and a longitudinal study was conducted. The program was implemented during four months, in weekly sessions, by thirteen teachers. Teachers received previous training for the program and during the program's implementation. Intervention participants included 77 Basic and Secondary Education students, and control participants included 78 equivalent students. Pretest-posttest measures of academic motivation and creativity representations were collected. Results suggest a significant increase, in the intervention group, in motivation and the appropriate representations of creativity. Practical implications and future research perspectives are presented.

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Daly, Edward J. "Introduction to the mini-series: Academic intervention." School Psychology Quarterly 11, no. 4 (1996): 279–82. http://dx.doi.org/10.1037/h0088934.

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GARCIA, CARA, SUSAN BAKER, and ROBERT DEMAYO. "Academic Anxieties: A Gestalt Approach." Gestalt Review 3, no. 3 (January 1, 1999): 239–50. http://dx.doi.org/10.2307/44394128.

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Abstract This paper shows Gestaltists how to use their Gestalt orientation to address academic anxieties in situations such as teaching, supervising, and presenting workshops. Academic anxieties manifest as test anxiety, writer's block, stage fright, and so on. The dialectic of concentration—interruption—recovery is used to analyze the structure of academic anxieties and show how they occur throughout the Gestalt Cycle of Learning. Psychological safety is suggested as the underlying function of academic anxiety. An extended example of a two-chair experiment is used to illustrate a protocol for intervention. Suggestions for additional preventions and interventions are provided.

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Ciesielski, Heather A., Leanne Tamm, Aaron J. Vaughn, Jessica E. M. Cyran, and Jeffery N. Epstein. "Academic Skills Groups for Middle School Children With ADHD in the Outpatient Mental Health Setting: An Open Trial." Journal of Attention Disorders 23, no. 4 (April 29, 2015): 409–17. http://dx.doi.org/10.1177/1087054715584055.

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Objective: To conduct an open trial assessing the initial efficacy of an intervention focusing on increasing skills related to academic performance (planning, organization, studying, and homework behaviors) for middle school children diagnosed with ADHD. The intervention is modeled on evidence-based interventions but designed for administration in the outpatient setting. Method: Parents and their children diagnosed with ADHD attended seven weekly group sessions targeting academic, organizational, and homework skills. Parents completed the Homework Problem Checklist and Impairment Rating Scale pre- and post-treatment. Results: Following intervention, significant improvements in homework completion and management, as well as reductions in academic impairment and improvements in parent confidence and family relations, were reported. Conclusion: Despite limitations including small sample size and lack of a control group, our results demonstrate initial efficacy of an academic skills intervention designed for use in the outpatient setting with middle school children diagnosed with ADHD on clinically relevant outcome measures.

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Wedgeworth, Monika L., Joshua C. Eyer, Alice L. March, and David B. Feldman. "Hoping to Pass: Randomized Trial of a One-Time Hope Intervention on Standardized Exam Passing Rates in BSN Students." Journal of the American Psychiatric Nurses Association 27, no. 1 (October 3, 2020): 9–21. http://dx.doi.org/10.1177/1078390320962185.

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BACKGROUND: National standardized nursing exams serve as critical measures of student readiness for practice and carry significant consequences for students and academic institutions. Educational interventions that can enhance a student’s performance increase the probability of academic success. Previous studies link hope to grade point average in college students and on standardized exam (SE) scores in nursing students, yet it is not clear if hope can be increased utilizing a one-time intervention in ways that produce lasting benefits for passing SEs. AIMS: Aim 1 tested the efficacy of a one-time hope intervention on increasing SE passing rates among BSN nursing students. Aim 2 examined the role of the interventions, selected state-mechanism variables, and trait characteristics in predicting SE passing. METHOD: This comparative-effectiveness trial utilized a randomized, controlled, multiple-cohort experimental design to compare a one-time 90-minute hope intervention to an attention-matched progressive muscle relaxation intervention on SE passing scores among BSN nursing students. RESULTS: Levels of hope briefly increased following the hope intervention. Both interventions demonstrated short-term improvement in state-level psychosocial indicators but did not affect SE scores. Among trait and mechanism factors, only academic self-efficacy was linked with passing SEs. CONCLUSIONS: This study demonstrated that a single-session hope intervention can increase short-term hope. In this sample of 292 BSN students, there was no statistically significant long-term effect on passing SEs; however, this study may lay the groundwork for future interventions investigating booster sessions, or how to modify the intervention for struggling students.

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Shankaran, V., T. H. Luu, N. Nonzee, J. M. McKoy, J. G. Zivin, A. R. Ashford, R. Lantigua, et al. "Cost-effectiveness of a health care provider-directed intervention to promote colorectal cancer screening." Journal of Clinical Oncology 27, no. 15_suppl (May 20, 2009): 6583. http://dx.doi.org/10.1200/jco.2009.27.15_suppl.6583.

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6583 Background: Colorectal cancer (CRC) screening remains underutilized. Prior studies reported the cost-effectiveness of interventions to improve CRC screening, but none have been replicated in the setting of small medical practices. We recently conducted a randomized trial of an academic detailing strategy within 264 small physician offices in New York City. The objective of this analysis is to assess the cost-effectiveness of this intervention. Methods: 264 physician offices were randomized to usual care or to a series of ‘academic detailing’ visits from health educators trained in evidence-based CRC screening guidelines. CRC screening rates were measured at baseline and 12 months. Intervention-related costs were categorized as fixed or intervention delivery costs. The incremental cost effectiveness ratio (ICER) was expressed as cost per percentage point increase in CRC screening. Each practice contained an average of 4 physicians. Sensitivity analyses were estimated by varying the number of physicians per practice and accordingly, intervention delivery costs. Results: Academic detailing resulted in a 7% increase in CRC screening with colonoscopy. The cost of the intervention was $147,865. The ICER was $21,124 per percentage point increase in CRC screening. Sensitivity analyses that varied the intervention delivery costs by the average medical practice size were associated with ICERs ranging from $13,361 (8 physicians/office) to $36,109 (2 physicians/office) per percentage point increase in CRC screening rates. Conclusions: A multi-component academic detailing intervention conducted in small urban practices was clinically effective, but was not cost-effective when compared to other reported low-intensity patient-directed and infrastructural interventions ($131-$1,161 per percentage increase in CRC screening). (Table) While academic detailing may be more cost-effective in physician practices of larger size, new cost-effective approaches in small community practices are needed. [Table: see text] No significant financial relationships to disclose.

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Garcia, Regina A., and Lilac A. Al-Safadi. "Intervention Strategies for the Improvement of Students’ Academic Performance in Data Structure Course." International Journal of Information and Education Technology 4, no. 5 (2014): 383–87. http://dx.doi.org/10.7763/ijiet.2014.v4.435.

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Ryan, Joseph B., Robert Reid, Michael H. Epstein, Cynthia Ellis, and Joseph H. Evans. "Pharmacological Intervention Research for Academic Outcomes for Students with ADHD." Behavioral Disorders 30, no. 2 (February 2005): 135–54. http://dx.doi.org/10.1177/019874290503000206.

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This study reviews the status and trends of pharmacological intervention research focused on the academic functioning of children and adolescents with attention deficit hyperactivity disorder (ADHD). Forty-two studies involving 1,668 participants were included in the review. Results indicated: (1) information on participants is limited; (2) relatively few studies have investigated the effects of psychotropic medications among adolescent populations; (3) the types of medications investigated are limited; (4) dependent measures are often lacking in sophistication (i.e., number of math problems correct); (5) treatments have been limited to short-term interventions; and (6) medication-type interventions resulted in a moderate beneficial effect across academic subject areas for children and adolescents with ADHD.

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Shim, Hyojin, and JungSub Kim. "Development of an Academic Emotion Regulation Intervention Model for Academic Probation Students." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 15 (August 15, 2022): 401–23. http://dx.doi.org/10.22251/jlcci.2022.22.15.401.

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Objectives The purpose of this study is to develop an academic emotion regulation intervention model for academic probation students. Methods The study was conducted according to the ADDIE model. First, in the draft model development stage, the process, details, and approach of academic emotion regulation intervention for academic probation students were derived through literature analysis, and each key element of the model was designed so that it could be systematically sequenced to develop a draft model. Second, in the implementation process, the developed preliminary model was applied to academic probation students of actual university sites to confirm the effectiveness of the model. The results of ANCOVA of 22 academic probation students(11 experiments, 11 controls) showed a significant effect on improving academic emotion regulation. In order to analyze the effect, participants' evaluations were analyzed and reflected in the intervention. Third, the evaluation process verified the usefulness and value of the preliminary model. An expert formation evaluation was conducted in a focus group interview composed of nine learning experts. The output from the implementation was reviewed and the value of the developed model was evaluated. Finally, the final model was developed by modifying and supplementing the model. Results The research results of this study are as follows. First, first, this model organically linked the academic warning overcoming process, academic emotion, and academic emotion regulation process. Second, this model suggests a systematic procedure for learning experts to effectively solve the academic emotional regulation problem of academic warnings. Third, this model presented a 4x3 matrix type of intervention method according to the approach for academic emotion regulation intervention. Fourth, in this model, the academic emotion regulation was cyclically performed in consideration of the academic emotions of the academic warning. Conclusion This study is meaningful in developing a model that can be used by actual learning experts to intervene in academic emotional regulation for academic warnings by fully reflecting the emotional characteristics of academic warnings and the experiences and needs of learning experts. Conclusions This study is significant in developing a model that can be used by actual learning experts to intervene in academic emotional regulation for academic probations by fully reflecting the emotional characteristics of academic probations and the experiences and needs of learning experts.

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Bostwick, Keiko C. P., and Kathryn A. Becker-Blease. "Quick, Easy Mindset Intervention Can Boost Academic Achievement in Large Introductory Psychology Classes." Psychology Learning & Teaching 17, no. 2 (April 16, 2018): 177–93. http://dx.doi.org/10.1177/1475725718766426.

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Having a growth mindset has been shown to predict better academic performance in a variety of educational settings. Efforts to instill a growth mindset through educational interventions have demonstrated positive effects on academic success. However, many of the interventions previously tested are relatively time intensive and costly for some instructors at large research-intensive institutions. In this study, we find that a quick and easy mindset intervention can produce some gains in academic performance. This intervention involved no class time, little prep-work, and was easily disseminated to a 300-student Introductory Psychology lecture. Participants ( N = 278) were randomly assigned to receive a growth mindset, fixed mindset, or control letter from their instructor after their first midterm exam. Nine weeks post-intervention, participants were given a manipulation check to see who read and remembered their letter’s message. Of participants who passed the manipulation check ( N = 86), those in the growth mindset condition outperform their fixed mindset counterparts by as much as 9%.

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D. Angeles, Melvin. "A LITERATURE REVIEW OF RESILIENCY AND ACADEMIC PERFORMANCE AMONG STUDENTS." International Journal of Advanced Research 9, no. 02 (February 28, 2021): 475–81. http://dx.doi.org/10.21474/ijar01/12471.

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Extant literatures proved the various role of resilience and its multifaceted impact to academic performance. An extensive search was conducted through EBSCO Research Databases to gather, summarize and synthesize studies on resiliency and academic performance. The author reviewed relevant literature from 2009-2019 that examine relationship and mediator studies of resiliency and academic performance among students. Thus, outcome studies that proved the effectiveness of resiliency intervention program was also highlighted. Literatures revealed the significant association of resiliency and academic performance among students. There are mediators factors proved to affect resiliency and academic performance of the students such as perception of stress, school engagement and level of perception to their psychological wellness. Programs and interventions anchored on resilience are proved to be effective in enhancing academic performance. Counselors can integrate resilience findings to their practices and devise culturally sensitive counseling intervention and resilience skill training for students to augment academic performance.

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Burnette, Jeni L., Jeffrey M. Pollack, Rachel B. Forsyth, Crystal L. Hoyt, Alexandra D. Babij, Fanice N. Thomas, and Anthony E. Coy. "A Growth Mindset Intervention: Enhancing Students’ Entrepreneurial Self-Efficacy and Career Development." Entrepreneurship Theory and Practice 44, no. 5 (August 13, 2019): 878–908. http://dx.doi.org/10.1177/1042258719864293.

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Despite mounting interest in growth mindset interventions, this approach has yet to be applied to the domain of entrepreneurship. In the present research, we developed and tested if a growth mindset intervention could be leveraged to promote students’ entrepreneurial self-efficacy and if this, in turn, predicted career development (i.e., academic interest, career interest, task persistence, and academic performance). We report on our findings, from an Open Science Framework (OSF) preregistered study, that is a randomized controlled trial implementing a growth mindset intervention. We randomly assigned undergraduate students ( N = 238) in an introduction to entrepreneurship class to either the growth mindset intervention or to a knowledge-based attention-matched control. Students in the growth mindset intervention, relative to the control, reported greater entrepreneurial self-efficacy and task persistence on their main class project. The intervention also indirectly improved academic and career interest via entrepreneurial self-efficacy. However, the intervention failed to directly or indirectly impact performance on a classroom assignment. Additionally, and somewhat surprisingly, gender and past experience in the field failed to moderate any effects of the intervention on outcomes. Theoretical implications, limitations, and future directions are discussed.

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Cue, Erin N., and April Z. Taylor. "Modifying Harmful Beliefs About Academic Setbacks: An Attribution Retraining Intervention for African-American Middle School Students at Risk for Academic Failure." Journal of Education and Development 4, no. 3 (November 11, 2020): 30. http://dx.doi.org/10.20849/jed.v4i3.799.

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Ongoing reports of the achievement gap suggest the need for effective interventions that can increase motivation and academic outcomes for African-American youth. This study describes a 3-week evidence-based attribution retraining intervention designed to alter harmful beliefs associated with academic failure among African-American middle school students. Guided by attribution theory, the lessons in the intervention were designed to help students modify maladaptive attributions for academic failure and understand that positive academic outcomes could be obtained through increased preparation and effort. Participants included 64 6th graders identified as low achieving who were randomly assigned to either a treatment or wait-list control group. Results showed significant increases in adaptive attributions and decreases in maladaptive attributions for the treatment group compared to the control group. Implications for policy and practice are discussed.

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Cook, Jennifer L., and John T. Rapp. "To What Extent Do Practitioners Need to Treat Stereotypy During Academic Tasks?" Behavior Modification 44, no. 2 (December 17, 2018): 228–64. http://dx.doi.org/10.1177/0145445518808226.

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Researchers frequently argue that a child’s engagement in stereotypy may compete with his ability to acquire academic skills, engage in appropriate social interactions, or both; however, few studies have directly tested these suppositions. We used a five-phase assessment to evaluate the extent to which behavioral interventions with a progressively greater number of components were necessary to decrease stereotypy and increase correct responding during academic instructions for five children diagnosed with autism spectrum disorders. For one participant, stereotypy decreased when instructors provided standard instruction without specific intervention for stereotypy. For two participants, stereotypy decreased when instructors provided standard instruction plus antecedent intervention for stereotypy with continuous music. For another participant, stereotypy decreased when instructors provided enhanced consequences for correct responding during standard instruction without either antecedent or consequent intervention for stereotypy. For the final participant, stereotypy decreased and correct responding increased when instructors provided standard instruction and consequent intervention for stereotypy.

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Robinson-Zañartu, Carol, Nancy Mendoza, Diana Rosa Mesa, and James Derek Wager. "Response to mediated intervention: Dynamic assessment in context." Educational and Child Psychology 34, no. 1 (March 2017): 39–54. http://dx.doi.org/10.53841/bpsecp.2017.34.1.39.

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Aim:This study demonstrates the usefulness of the Response to Mediated Intervention (RTMI) process, in which sociocultural contexts, dynamic assessment, evidence-based interventions and student responsiveness intersect. Recommendations useful to both teachers and students result. The process is strength-based, and uses an asset-oriented mindset.Method/Rationale:Using multiple baseline single case design methodology, effect sizes were calculated to determine outcome effectiveness in 11 case studies. Goal Attainment Scales (GAS) tracked cognitive integration. Assessors used dynamic cognitive assessment findings along with student contexts to create meaningful transfer of thinking skills to academic areas of concern. Modifiable cognitive skills were linked to evidence-based interventions for a minimum of six sessions.Findings:ES calculations demonstrated a range of effects across cases, from none to large, with the vast majority in the medium to large effect size range. All GAS measures of cognitive skill integration demonstrated positive trends. Social validity measures affirmed the value to students and teachers.Limitations:Due to the nature of single case design, one cannot generalise effectiveness of each intervention to the larger population. However, the RTMI process used successfully across multiple cases suggests that the process rather than each intervention might be generalised.Conclusions:Used in an ecosystems context, RTMI shows great promise for helping accelerate academic outcomes for students with education challenges who are not making sufficient progress with academic intervention alone. Attending to student thinking processes facilitates transfer.

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Colmar, Susan, and Kit Double. "Working Memory Interventions With Children: Classrooms or Computers?" Journal of Psychologists and Counsellors in Schools 27, no. 2 (July 21, 2017): 264–77. http://dx.doi.org/10.1017/jgc.2017.11.

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The importance of working memory to classroom functioning and academic outcomes has led to the development of many interventions designed to enhance students’ working memory. In this article we briefly review the evidence for the relative effectiveness of classroom and computerised working memory interventions in bringing about measurable and sustainable benefits to students’ working memory, classroom engagement, and academic performance. Although there is considerable evidence that working memory is significantly linked to academic achievement, virtually no research has been undertaken within the classroom context, nor has the research had an intervention focus, nor has any research involved students themselves. Although there is a large amount of research on computerised working memory training programs, the evidence confirms that such programs rarely provide transferable or sustainable benefits to students’ working memory, classroom functioning, or academic performance. Positive evidence is provided for one classroom intervention specifically designed for personal and independent use by students, with their teachers’ support. Recommendations for classroom practice and directions for further research combining classrooms and computer interventions are discussed.

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Petite, Sarah E. "Characterization of Pharmacy Resident Interventions on an Academic Inpatient Internal Medicine Rotation." Journal of Pharmacy Practice 32, no. 6 (May 1, 2018): 625–28. http://dx.doi.org/10.1177/0897190018773619.

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Purpose: To characterize the clinical interventions of postgraduate year 1 (PGY-1) pharmacy residents on a required, 1-month, inpatient adult internal medicine service at an academic medical center. Methods: The interventions completed by PGY-1 pharmacy residents on a required, adult internal medicine rotation were analyzed. Documentation of clinical interventions was performed by the PGY-1 residents, and the significance of the intervention was subsequently determined. Acceptance rates of clinical interventions were also documented and reviewed. Results: A total of 2161 interventions were documented by 14 PGY-1 pharmacy residents between January 2016 and May 2017. Of these interventions, 2016 (93.3%) had a positive, or accepted, outcome. The significance of the majority of interventions was moderate (93.5%), indicating that either an improvement in drug therapy effectiveness, decreased hospital length of stay, reduction in cost, or prevention in harm had occurred. The most common intervention types were recommendations to add, change, or discontinue a medication therapy, completion of a pharmacy dosing consult or conducting an admission medication reconciliation. Conclusion: PGY-1 pharmacy residents have a positive impact on patient care in the inpatient adult internal medicine setting.

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Yang, Ningxi, Han Xiao, Yingnan Cao, Shiyue Li, Hong Yan, and Yifang Wang. "Does narrative medicine education improve nursing students’ empathic abilities and academic achievement? A randomised controlled trial." Journal of International Medical Research 46, no. 8 (July 6, 2018): 3306–17. http://dx.doi.org/10.1177/0300060518781476.

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Objective To determine the effectiveness of a narrative medicine educational intervention on the empathic abilities and academic achievement of Chinese nursing students. Methods A cluster randomised controlled trial was conducted between January 2015 and July 2017. Six class clusters (two controls, four interventions) comprising 180 nursing students were included in this trial. After pre-tests to obtain baseline measurements, two control classes (Group 1) attended regular medical education courses, two intervention classes (Group 2) received theoretical narrative medicine education for 1 term, and two intervention classes (Group 3) received narrative medicine education that integrated theory with practice for 2 terms. The empathic ability and academic achievement of the groups were compared, and longitudinal changes in empathic ability were measured. Results Students in Group 3 showed higher empathic ability and academic achievement than students in Group 1. Empathic ability was measured at six time points and showed between-group differences. The empathy scores of students in Group 3 increased abruptly after the two-term intervention. Conclusions Narrative medicine education that combines theory with practice is an effective strategy for improving nursing students’ empathic ability and academic achievement.

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Findlay, Patricia, Chris Warhurst, Ewart Keep, and Caroline Lloyd. "Opportunity Knocks? The Possibilities and Levers for Improving Job Quality." Work and Occupations 44, no. 1 (January 16, 2017): 3–22. http://dx.doi.org/10.1177/0730888416689813.

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This article focuses on demands and interventions to improve or maintain job quality. There is a need for better understanding of what can be done, by whom, and with what impacts. The article provides a framework for reflection focused on interventions within and outwith the workplace. Drawing on secondary data, it outlines the renewed policy and academic interest in job quality, examines the multilevel reasons for intervention and the factors that shape this intervention, and evaluates the loci of intervention. On the basis of the evidence to date, it argues that there is scope for intervention and that intervention can be effective.

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Teichmann, Mare, Jüri Ilvest Jr., and Ivar Soone. "Online Occupational Stress Intervention System for Academics." International Journal of Computers 16 (March 4, 2022): 24–29. http://dx.doi.org/10.46300/9108.2022.16.5.

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This paper has outlined a new web-based intervention system for university academics. In particular, the paper addresses the evidence-based aspects of occupational stress in technical university academics. The novelty of the online system is in multiple-choice approach considering both primary and secondary level stress interventions. The users have a possibility to get information about their own stress level and about the specific occupational stressors by using stress test (AcadOSI), to learn coping with stress by using digital teaching tools and sources of relevant information, and finally the users receive video-based instructions for better coping with most intensive sources of stress. In academic life it means the occupational stress management trough better workflow planning, personal work-life balance activities, evaluating the necessity of bureaucracy in university, enhancing relationships with students, peers and management, and working on constant professional development.

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Oloidi, Frances Jumoke, Vera Victor-Aigbodion, Osita Victor Ossai, and Leonard C. Ilechukwu. "Intervention for Nigerian preservice historians’ maladaptive academic perfectionism." Medicine 101, no. 13 (April 1, 2022): e29170. http://dx.doi.org/10.1097/md.0000000000029170.

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Lin, Jian Wei, and Li Jung Mai. "Impact of mindfulness meditation intervention on academic performance." Innovations in Education and Teaching International 55, no. 3 (September 8, 2016): 366–75. http://dx.doi.org/10.1080/14703297.2016.1231617.

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Sasson, Irit, and Donita Cohen. "Assessment for Effective Intervention: Enrichment Science Academic Program." Journal of Science Education and Technology 22, no. 5 (November 1, 2012): 718–28. http://dx.doi.org/10.1007/s10956-012-9425-5.

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Fletcher, Jack M., and Sharon Vaughn. "Response to Intervention: Preventing and Remediating Academic Difficulties." Child Development Perspectives 3, no. 1 (April 2009): 30–37. http://dx.doi.org/10.1111/j.1750-8606.2008.00072.x.

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Hayes, Derren. "US childhood academic hails UK early intervention initiative." Children and Young People Now 2014, no. 9 (April 29, 2014): 15. http://dx.doi.org/10.12968/cypn.2014.9.15.

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Borman, Karen R. "Does Academic Intervention Impact ABS Qualifying Examination Results?" Current Surgery 63, no. 6 (November 2006): 367–72. http://dx.doi.org/10.1016/j.cursur.2006.06.007.

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Parsels, Katie A., Wesley D. Kufel, Jeni Burgess, Robert Seabury, Rahul Mahapatra, Christopher Miller, and Jeffrey M. Steele. "41. Impact of Discharge Antimicrobial Stewardship at an Academic Medical Center." Open Forum Infectious Diseases 8, Supplement_1 (November 1, 2021): S142. http://dx.doi.org/10.1093/ofid/ofab466.243.

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Abstract Background The Centers for Disease Control and Prevention estimates approximately 30% of antimicrobials prescribed in the outpatient setting are unnecessary and up to 50% are inappropriate. Despite this, antimicrobial stewardship (AS) efforts mostly focus on the inpatient setting and limited data describe AS interventions at hospital discharge. Acknowledging the potential for discharge AS, we used our existing resources to review discharge antimicrobial prescriptions sent to our hospital-operated outpatient pharmacy to potentially optimize antimicrobial therapy. Methods Discharge antimicrobial prescriptions sent to our hospital-operated outpatient pharmacy, reviewed by an infectious disease (ID) pharmacist, and recorded into the REDCap® data collection tool from September 1, 2020 to February 28, 2021 were evaluated retrospectively. Both adult and pediatric patients were included. The primary outcome was to identify the frequency a DRP was identified by an ID pharmacist while reviewing discharge antimicrobial prescriptions. Secondary outcomes included DRP characterization, percentage of prescriptions with interventions, intervention acceptance rate, and the reduction in antimicrobial days dispensed at discharge when interventions to limit treatment duration were accepted. Results Of the 803 discharge antimicrobial prescriptions reviewed, at least one DRP was identified in 43.1% (346/803). The most frequently identified DRPs pertained to treatment duration, drug selection, and dose selection. The most common intervention categories included different antimicrobial duration, antimicrobial discontinuation, and different dose or frequency. At least one intervention was recommended in 42.8% (344/803) of prescriptions. In total, 438 interventions were made and the acceptance rate was 75.6% (331/438). When interventions to reduce the treatment duration were accepted, the median (interquartile range) number of antimicrobial days decreased from 8 (5 – 10) to 4 (0 – 5.5) days (P < 0.001). Conclusion ID pharmacist review of discharge antimicrobial prescriptions sent to our hospital-operated outpatient pharmacy resulted in identification of DRPs and subsequent interventions in a substantial number of prescriptions. Disclosures Wesley D. Kufel, PharmD, Melinta (Research Grant or Support)Merck (Research Grant or Support)Theratechnologies, Inc. (Advisor or Review Panel member)

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Collins, Ashleigh, Erin O’Connor, and Sandee McClowry. "The Role of a Temperament Intervention in Kindergarten Children’s Standardized Academic Achievement." Journal of Education and Training Studies 5, no. 2 (January 17, 2017): 120. http://dx.doi.org/10.11114/jets.v5i2.2138.

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Previous research finds that children experience a range of school readiness challenges (e.g., Chartier, Walker, & Naimark, 2010; Zill, 1999). Such challenges vary by children’s gender, temperament, and participation in school-based interventions (e.g., Mullola et al., 2011; Bramlett, Scott, Rowell, 2000). However, the examination of child temperament, gender, and children’s participation in school-based, temperament programming has been minimal. This study explores the role of child temperament profiles and child gender on children’s standardized academic outcomes following participation in a school-based, temperament intervention. Study participants included 324 kindergarten students attending urban, low-income schools. A multivariate regression analysis explored associations among child temperament profile, gender, and academic performance. Cautious and male kindergarten intervention participants attained higher standardized mathematics and literacy scores than their non-intervention participating counterparts.

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Mogashana, Disaapele, and Moses Basitere. "Proactive Student Psychosocial Support Intervention Through Life Coaching: A Case Study of a First-Year Chemical Engineering Extended Curriculum Programme." Journal for Students Affairs in Africa 9, no. 2 (December 28, 2021): 217–31. http://dx.doi.org/10.24085/jsaa.v9i2.3752.

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Higher Education Institutions in South Africa continue to experience considerable dropout rates of students during the first year, especially those from previously marginalised population groups. The aim of this research was to evaluate how the use of life coaching interventions providing first year students with psychosocial support, influenced their first-year experience. Both quantitative and qualitative data was collected through a questionnaire at the end of the academic year, approximately four months after the intervention, to evaluate students’ experiences of the intervention. Results indicate that students felt that the intervention helped them avoid dropping out of university prematurely, respond better to failure during the year, and improve their self-awareness and academic performance. In conclusion, the results suggest that the use of life coaching intervention as a proactive means of harnessing student agency, may be beneficial to their academic performance, and in improving their lives in general. The study recommends that further research be conducted to explore the use of small group life coaching for providing students with psychosocial support, and also explore this intervention’s cost-effectiveness in different contexts.

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Rolo, Cristina, and Daniel Gould. "An intervention for fostering hope, athletic and academic performance in university student-athletes." International Coaching Psychology Review 2, no. 1 (March 2007): 44–61. http://dx.doi.org/10.53841/bpsicpr.2007.2.1.44.

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Objective:To examine the effectiveness of an intervention programme in fostering hope (Snyder, 1994), athletic and academic performance in university student-athletes participating in a mandatory structured study.Design:A two-group (hope facilitation intervention vs. no intervention control) pre- vs. post-test design was employed. Between pre-test and post-test the intervention group was exposed to a six-week (12 session) intervention to foster hope.Method:Division I NCAA-member institution University varsity athletic team members were administered measures on the key dependent variables (dispositional and state hope, academic and athletic domain hope, and perceived athletic and academic performance). Using stratified random sampling, 44 student-athletes were selected. Intervention and control groups were each composed of 22 student-athletes (nine female, 13 male; 10 female, 12 male, respectively), with a mean age of 19 years.Results:Repeated measures ANOVA results showed that the intervention programme participants did not differ significantly from the control participants at Time 1 on hope (dispositional, state, athletic and academic), athletic and academic performance. However, after taking part in the six-week hope building programme the intervention group student-athletes’ state hope total scores significantly increased.Conclusions:The study hypothesis was partially supported; the intervention programme was effective in fostering university student-athletes’ state hope. Support was not found for the effectiveness of the intervention programme in fostering dispositional hope, academic and athletic domain hope or perceptions of athletic and academic performance.

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Eseadi, Chiedu. "An online counseling intervention for Nigerian undergraduates with academic burnout." International Journal of Research in Counseling and Education 6, no. 1 (May 25, 2022): 35. http://dx.doi.org/10.24036/00514za0002.

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A growing problem among university students is academic burnout, and it has become more prevalent in recent years. With the increasing demand for school mental health services, online counseling interventions are gradually being regarded as a reasonable way to provide assistance to students with regard to burnout reduction. It was the researcher's aim to find out whether an online counseling intervention would be able to reduce academic burnout in a Nigerian undergraduate sample. A total of 80 Nigerian undergraduates were participants of this study. In this study, the participants were randomly assigned to the intervention group (n=40) and to the control group (n=40) by using a simple randomization procedure. For the collection of data, the Oldenburg Burnout Inventory for Students and the Students School Burnout Inventory were utilised. The researcher applied repeated measures ANOVA to examine within and between groups' mean differences, reported η² to establish treatment effect size, and conducted posthoc analyses where mean differences existed using Holm's approach. The results of the study demonstrate that the online counseling intervention for academic burnout was effective in reducing the level of academic burnout among Nigerian undergraduates.As online counseling can help students reduce academic burnout, this finding opens the door to reach a larger number of burned-out students, such as those who live off-campus or are afraid of social stigma when seeking mental health care. This intervention has the potential to significantly improve student mental health related to burnout in other higher education settings like polytechnics. It is recommended that students should be encouraged to receive psychological supports and care from the university's counseling centre, not just during crises, but as a regular process of mental health support.

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Cantero, María-José, Raquel Bañuls, and Paz Viguer. "Effectiveness of an Emotional Intelligence Intervention and Its Impact on Academic Performance in Spanish Pre-Adolescent Elementary Students: Results from the EDI Program." International Journal of Environmental Research and Public Health 17, no. 20 (October 19, 2020): 7621. http://dx.doi.org/10.3390/ijerph17207621.

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There is clear agreement about the importance of promoting emotional intelligence in school through programs integrated in the academic curriculum. The objective of this study is to analyze the impact of the EDI program on the emotional intelligence trait and on general academic performance, as well as mathematics and language performance. The participants were 5th grade elementary school students between 10 and 11 years old. A quasi-experimental repeated-measures design was used, with a comparison group and four assessment points. The results showed, on the one hand, the effectiveness of a two-year intervention in improving emotional intelligence and, on the other hand, its positive influence on academic performance in general, and specifically on mathematics and language performance. In the non-intervention group, general academic performance and language performance declined. The results are discussed, and recommendations are made for future interventions.

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Iloh, Constance. "Academic Mobbing and Bullying Offline and Online: The Health Hazard Academia Ignores." Humanities and Social Science Research 4, no. 4 (November 1, 2021): p12. http://dx.doi.org/10.30560/hssr.v4n4p12.

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Academic mobbing, bullying, and cyberbullying are pervasive and interconnected harms in academe with scarce conversation and intervention devoted to them. The author discusses what these dynamics are and asserts academia and academic institutions are incubators and beneficiaries of these aggressions. The text illustrates some of the violent consequences for targets of these abuses, refuting other conceptualizations that downplay the severity of academic mobbing and bullying. The author also argues that understanding of academic mobbing and bullying must extend to cyberspace. The text concludes with how both tactical disregard and notions of the academy as a just exemplar sustains these harms.

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Tamari, Tomoko. "Reflections on the Development of Cultural Studies in Japan." Theory, Culture & Society 23, no. 7-8 (December 2006): 293–304. http://dx.doi.org/10.1177/0263276406073231.

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Although Japan had its own distinctive ‘pre-history’ of cultural studies, which produced some excellent research on popular culture, which can be traced back to the 1920s, the current state of cultural studies has been criticized by conventional mainstream academics; whereas the younger generation has been attracted by cultural studies as a new academic trend. An important new development in cultural studies in Japan is Cultural Typhoon. This new movement seeks to avoid institutionalization and create an alternative academic public sphere alongside broadened cultural practices, social activities and political interventions. Cultural studies in Japan can be seen as a part of a new diversity in cultural studies, which has some potentialities to move beyond the academy and open new dialogical spaces for communication and cultural intervention.

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Journal articles on the topic 'Academic intervention'

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