This study examines the effects of the Student Success Skills (SSS) intervention, an Advocating Student-within-Environment-informed intervention, on Hispanic students’ (N = 681) school attendance and emotion regulation. The study variables reflected students’ attendance, self-regulation, and test anxiety. The school counselors in the treatment group (n = 15) delivered the SSS program, while those in the control group (n = 15) did not. The results of multivariate analyses of covariance (MANCOVA) tests revealed significant differences in school attendance and test anxiety 30 weeks following the fifth SSS lesson. Statistical significance for self-regulation was found only 2 weeks after the fifth SSS lesson.

中文翻译：

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学生成功技能对出勤和情绪调节的影响

本研究探讨了学生成功技能 (SSS) 干预措施（倡导学生环境知情干预措施）对西班牙裔学生 ( N  = 681) 的出勤率和情绪调节的影响。研究变量反映了学生的出勤率、自我调节和考试焦虑。治疗组 ( n = 15)的学校辅导员 实施了 SSS 计划，而对照组 ( n  = 15) 的学校辅导员则没有实施。多变量协方差分析 (MANCOVA) 测试的结果显示，第五节 SSS 课后 30 周，学生的出勤率和考试焦虑存在显着差异。第五节 SSS 课程后仅两周，就发现了自我调节的统计意义。