A Motivational Intervention for African American Boys Labeled as Aggressive
Abstract
A 12-week, 32-lesson afterschool intervention was conducted with third- to fifth-grade urban African American boys classified as aggressive. Grounded in attribution theory and organized around the construct of perceived responsibility in self and others, the intervention focused on increasing both social skills and academic motivation. Participants ( N = 64) were randomly assigned to an intervention or no-treatment control group. Boys in the...
Paper Details
Title
A Motivational Intervention for African American Boys Labeled as Aggressive
Published Date
Sep 12, 2014
Journal
Volume
50
Issue
2
Pages
194 - 224
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