Promoting Self-Regulation to Enhance Social, Behavioral, and Academic Adjustment in Middle School

The purpose of this project is to develop and test an intervention to support the development of adolescents' self-regulation skills during the middle school years. The need for intervention during this time period can be seen in a decline in achievement and an increase in discipline problems and truancy. Middle school classroom peer cultures also tend to discourage academically engaged and prosocial behaviors, favoring aggression and defiance. As such, there is reason to provide universal supports so that all students can be equipped with skills for navigating the increasingly complex social and academic demands they face. The Self-Regulation Skills for Success (SRSS) intervention will adapt and integrate strategies from existing evidence-based programs guided by a theory of change that intentionally targets self-regulatory processes in need of support and development during early adolescence: immature cognitive controls, increased emotionality and stress reactivity, and responsivity to peers. The intervention will be delivered by teachers in health education classes and address required health curricula objectives to enhance feasibility.

FPG Project Staff:
Desiree W. Murray, Principal Investigator
Alyson M. Cavanaugh, Research Scientist
Jennifer Kurian, Social Research Assistant
Funding Agency: U.S. Department of Education
Funding Period: 07/01/2017 - 06/30/2020
Award Amount: $1,398,567