Semester Award Granted

Spring 2025

Submission Date

May 2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Thesis/Dissertation Advisor [Chair]

Hannah Bowers

Abstract

The study aimed to determine whether the school counselor-led CCSS program (Brigman & Villares, 2015), a curriculum designed to foster cognitive and social-emotional skills, combined with the technological college and career exploration platform, Xello (2019), enhances participating students’ self-efficacy, academic motivation, and academic performance. The CCSS and Xello program consisted of five 45-minute lessons delivered in the classroom by school counselors once a week for five weeks. A quasi-experimental design was utilized with 115 high school students from Southeast Florida assigned to either a treatment group (n = 71) or a control group (n = 44). Pretest and posttest measures were administered to assess changes in self-efficacy, academic motivation, and academic performance over one semester. Results indicated no significant differences between the treatment and control groups, suggesting that the CCSS and Xello intervention did not uniquely contribute to self-efficacy, motivation, or GPA improvements. However, within-group improvements in self-efficacy and academic motivation were observed over time, suggesting that natural academic development or external factors may have contributed to these changes. Despite the lack of significant findings, this study contributes to the growing body of research on school-based CCR interventions as it highlights the ongoing need for scalable, effective support programs to aid students in their transition to postsecondary education.

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