TPC-Journal-V5-Issue3

The Professional Counselor /Volume 5, Issue 3 346 groups or relationships between variables. The following benchmarks were used to determine small, medium, and large or strong ES strengths regarding h p 2 calculations: (a) .01 small, (b) .06 medium, and (c) .14 large or strong (Green & Salkind, 2008; Sink & Mvududu, 2010). Results Preliminary ANOVAs were conducted on the students’ PRQ, SESSS and MCI-SFR pretest scores to determine whether statistically significant differences existed among the treatment and comparison groups prior to the implementation of the SSS intervention. No statistically significant differences were found on pretest scores; therefore, no covariates were used in subsequent analyses of students’ PRQ, SESSS and MCI-SFR posttest scores. Table 1 provides a summary of the study’s main findings. Prosocial Behaviors Research question 1 examined whether fifth-grade students who participated in the SSS classroom program would experience an increase in prosocial behaviors as compared to their peer counterparts who did not receive the intervention. Prosocial behaviors were assessed using the prosocial scale of the PRQ. A total of 188 students from the treatment group (schools A, B and C) and 123 students from the comparison group (schools D and E) were included in this analysis ( n = 311). Findings from an ANOVA showed a statistically significant difference between groups, F (1, 308) = 18.708, p = .000 and h p 2 = .06, a medium effect size. Participants in the treatment group ( n = 188, M = 12.61, SD = 2.47) reported higher scores for prosocial behaviors at posttest as opposed to participants in the comparison group ( n = 123, M = 11.27, SD = 2.81). Results indicated that students in the treatment schools reported engaging in prosocial behaviors more often at posttest than students in the comparison schools, highlighting the practical significance of using this intervention to positively influence student behavior. Table 1 Summary Table of P Values, Effect Size Estimates, and Confidence Intervals for All Measures Measure p value h p 2 ES Strength CI PRQ Prosocial .000* .06 Medium 95% [11.68, 12.22] Bully .017* .02 Small 95% [7.22, 7.69] SESSS Pretest to Posttest .000* .26 Large 95% [2.05, 2.20] Pretest to Post-posttest .366 .00 Negligible 95% [2.46, 2.62] MCI-SFR Satisfaction .019* .02 Small 95% [10.36, 10.96] Friction .152 .01 Small 95% [9.21, 9.83] Competitiveness .831 .00 Negligible 95% [10.79, 11.41] Cohesion .414 .00 Negligible 95% [9.18, 9.85] Note . PRQ = Peer Relations Questionnaire; SESSS = Student Engagement in School Success Skills; MCI-SFR = My Class Inventory-Short Form-Revised; p = significance at posttest; h p 2 = partial eta-squared effect size; CI = confidence interval; * p < .05.