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dc.contributor.authorJohnson, Sarah
dc.date.accessioned2022-07-14T14:24:41Z
dc.date.available2022-07-14T14:24:41Z
dc.date.created2002
dc.date.issued2002
dc.identifier.urihttps://dspace.carthage.edu/handle/20.500.13007/12716
dc.description.abstractThe purpose of this study was to describe the effects of selective looping on middle school students' perception of resilient traits. Selective looping occurs when a student chooses to continue in a subject area with the same teacher for more than one year. Data were collected from the Resilient Traits Questionnaire and Checklist completed by eighth grade students. The data were analyzed by dividing responses into three groups: double looping, looping and non-looping. Double looping students had looped in more than one subject, looping students had looped in one subject and nonlooping students had not looped. The construct of resiliency, being able to successfully adapt from adversity, is characterized by resilient traits. The survey responses from the three groups were analyzed as they related to the resilient traits: 1) sense of belonging, 2) achievement motivation, 3)significant adult relationships and 4) optimism. According to the results, students who experienced more looping perceived themselves to be more resilient, or possess more resilient traits. These results indicate a need for schools foster the building of significant adult relationships with their students. School structures such as looping, that seek by their design to foster resiliency, are needed.en_US
dc.subjectmiddle schoolen_US
dc.subjectloopingen_US
dc.subjectperceptionen_US
dc.subjectresiliencyen_US
dc.titleThe Effects of Selective Looping on Middle School Students' Perceptions of Resilient Traitsen_US
dc.typeThesisen_US


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