ABSTRACT This pilot study involved fourth and fifth-grade students (N = 25) from two elementary schools that receive the True Goals (TG) small group intervention during an after-school program in one school district in the Midwest region of the United States. A one-group pre-post design was used to assess classroom teachers’ perceptions of student learning gains in motivation, self-knowledge, self-direction, and positive relationships as scored on the Protective Factors Index (PFI). Results indicated that students that participated in the TG curriculum experienced significant gains (p = .01) in motivation, self-knowledge, self-direction, and positive relationships over time, with a large effect size (d = .83).

中文翻译：

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真正目标学校辅导课程的评估：一项试点研究

摘要 这项试点研究涉及两所小学的四年级和五年级学生 (N = 25)，他们在美国中西部地区一个学区的课后计划中接受了真实目标 (TG) 小组干预。根据保护因素指数 (PFI) 的评分，使用一组前后设计来评估课堂教师对学生在动机、自我知识、自我指导和积极关系方面的学习收益的看法。结果表明，随着时间的推移，参加 TG 课程的学生在动机、自我知识、自我指导和积极关系方面取得了显着的进步 (p = .01)，并具有很大的效果 (d = .83)。