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Journal Article Link 10.1: Cordero, E. D., Porter, S. H., Israel, T., & Brown, M. T. (2010). Math and science pursuits: A self-efficacy intervention comparison study. Journal of Career Assessment, 18(4), 362–375.

Abstract: This study compared two interventions to increase math self-efficacy among undergraduate students. Ninety-nine first-year undergraduate students participated in an intervention involving performance accomplishment or an intervention combining performance accomplishment and belief-perseverance techniques in which participants constructed a rationale for their future success in math/science university courses. As hypothesized, participants in the combined intervention immediately demonstrated higher math self-efficacy than did the Performance-Accomplishment only group; data convey that this effect was sustained at a 6-week follow-up. No differences were found between the groups in interest in technical careers, confidence in successfully completing math/science courses, and willingness to enroll in math/science courses. Data analyses by gender indicated that male participants but not female participants in the combined intervention immediately demonstrated higher math self-efficacy than their counterparts. Findings suggest that self-persuasion activities may make an important contribution to enhancing math self-efficacy at least for men. Implications for women and future research are discussed.

1. Which was the experimental group? Control group?
2. How were the groups assigned?
3. What were the dependent and independent variables measured?
4. What was the experimental manipulation?

Journal Article Link 10.2: Miranda, A., Presentacion, M. J., Siegenthaler, R., & Jara, P. (2011). Effects of a psychosocial intervention on the executive functioning in children with ADHD. Journal of Learning Disabilities, 46(4), 363–376.

Abstract: The purpose of this study was to analyze the effects of an intensive psychosocial intervention on the executive functioning (EF) in children with ADHD. The treatment was carried out in a coordinated manner over a period of 10 weeks with 27 children with ADHD ages 7 to 10, their parents, and their teachers. A battery of neuropsychological tasks was applied to evaluate attention, interference control, verbal and visuospatial working memory, planning ability, and flexibility. The comparative analysis of the treated group of ADHD children and an untreated ADHD group showed significant differences that were especially important in visuospatial memory and planning in favor of the treated children, even when the scores in the pretreatment phase were included as covariables. Likewise, improvements were observed in the parents’ and teachers’ behavioral ratings of hyperactivity or impulsivity and inattention. The conclusion was drawn that psychosocial interventions with children with ADHD can have a positive effect on some executive functions.

1. How were the experimental and control groups assigned?
2. What was the experimental manipulation?
3. Why was an ANOVA not used as the primary method of analysis?