TPC Journal V7, Issue 1-FULL ISSUE

40 The Professional Counselor | Volume 7, Issue 1 p < .00l). Figure 1 shows that the self-regulation of arousal subscale (subscale 3) corresponded to a significantly greater mean change across time, compared to the self-direction of learning (subscale 1) and the support of classmates’ learning (subscale 2) subscales. Figure 1. Pre-Post SSS Treatment Changes in Metacognitive Functioning and Success Skill Use: Means for Jr. MAI and SESSS subtests at Pretest (Time 1) and Posttest (Time 2). Jr. MAI SESSS For Jr. MAI Subtest 1 = Knowledge of Cognition and Subtest 2 = Regulation of Cognition For SESSS Subtest 1 = Self-Direction of Learning , Subtest 2 = Support of Classmates’ Learning , and Subtest 3 = Self-Regulation of Arousal Based on these MANOVA results, authors conducted follow-up repeated measures ANOVAs in order to test the significance of pretest-posttest changes for all three SESSS subscales. Only the SESSS self-regulation of arousal subscale indicated a significant change (F (1, 1610) = 46.147, p < .001) over time, reflecting a self-reported increase in students’ abilities to regulate their levels of potentially debilitating arousal after SSS participation. As shown in Table 3, the effect size of the self-regulation of arousal subscale (Cohen’s d = -.18) pretest-posttest change would be classified as small (Cohen, 1988). Table 3 Effect Sizes of ANOVAs with Repeated Measures (T1 and T2) for Jr. MAI and SESSS Pre Post Cohen’s d Component M SD M SD Knowledge of Cognition 3.18 .83 3.16 .85 +.02 Regulation of Cognition 3.96 .60 3.96 .65 +.00 The Self-Direction of Learning 2.32 .65 2.33 .66 -.02 The Support of Classmates’ Learning 2.59 .74 2.63 .74 -.05 The Self-Regulation of Arousal 2.16 .88 2.32 .87 -.18