Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Hope-based Group Counseling with Low Achieving Ninth Grade Students to Increase Academic Motivation: A Mixed Methods Approach
Abstract
The purpose of this convergent parallel mixed methods study was to investigate how students with a history of poor academic performance would respond to a group curriculum teaching them components of Hope Theory and how to set and pursue goals. In the first quantitative portion of the study, data were collected via administration of self-report questionnaires (i.e., Hope, Self-Determination, Academic Self-Regulation, and Academic Self-Efficacy) to eleven freshman high school students identified by the school counselor as performing poor academically. Preliminary analyses revealed that students In the second, qualitative phase four participants, two from each group, were interviewed. examined whether participants would report changes in hope, academic self-efficacy, self-determination, and academic self-regulation after completion of the group. The qualitative portion investigated what themes emerged from the participants’ experience of taking part in the group curriculum. The participants’ responses regarding their group experience were congregated into nine themes: Social Experience, Agency, Goals, Applications, Pathways, Expression, Motivation, Strengths, and Self-Efficacy. Based on the findings from both phases of the study, implications and suggestions for future practice and research are also discussed.
Subject Area
Counseling Psychology
Recommended Citation
Berryman, Kevin B, "Hope-based Group Counseling with Low Achieving Ninth Grade Students to Increase Academic Motivation: A Mixed Methods Approach" (2019). ETD collection for University of Nebraska-Lincoln. AAI13858597.
https://digitalcommons.unl.edu/dissertations/AAI13858597