See It, Be It: Interactive Technology to Increase School Engagement and Prevent D

描述（由申请人提供）：尽管高中学业的成功和完成是决定未来生活结果的最重要因素之一，但在美国，每年有超过50万的青少年辍学。辍学具有负面的个人影响（例如，增加危险行为的可能性和减少年收入）和社会影响（例如，对社会服务的更大依赖）。非洲裔美国人和拉丁裔青年，特别是那些社会经济地位较低的群体，比白人和社会经济地位较高的同龄人更容易辍学。研究表明，面临辍学风险的青少年可能不理解当前学校表现与未来成功之间的联系，因此，他们不重视学校成绩。拟议的SBIR项目，即“看到它，做到它”，将开发和测试一种创新的干预措施，帮助青少年形成基于学校的可能自我（即个人愿望和目标的认知表征）。See It， Be It提供交互式软件，学生可以通过它创建个性化的故事，讲述他们的短期和长期目标，以及实现这些目标所需的策略。通过创造故事和想象他们成功的基于学校的可能自我，学生将更好地理解当前学校表现与未来成功之间的联系，他们对教育效用的认知将发生变化。第一阶段将完成三个目标：(1)创建第一阶段的原型，包括一个故事情节，示例技术组件，如在线实施中心（OIC），以及随附的实施材料（即学校专业人员手册）；(2)与学校专业人员（n=30）评估原型的可行性，并与有辍学风险的青少年（n=20）评估可行性和岗前知识；(3)根据第一期研究结果制定第二期发展规划。I期研究预计将证明对拟议产品的有力支持。在此基础上，第二阶段的完整产品开发将包括一项随机试验，检查治疗对(1)学生课堂参与度，(2)学术专注认知和(3)学术自我概念的影响。通过第二阶段的测试，该产品有望有效提高学生的课堂参与度、学术关注认知和学术自我概念。这一干预产品将为学校专业人员和有风险的青少年提供宝贵和具有成本效益的资源，从而满足大量的市场需求，并有可能对有辍学风险的青少年的生活和整个社会产生重大影响。

DESCRIPTION (provided by applicant): Although high school success and completion are among the most important determinants of future life outcomes, over half a million adolescents in the United States drop out of school each year. School dropout has negative individual (e.g., increased likelihood of risky behaviors and decreased annual earnings) and societal repercussions (e.g., greater dependency on social services). African American and Latino youth, particularly those represented in lower socioeconomic status (SES) groups, are more likely to drop out of school than their White and higher SES counterparts. Research suggests that youth at risk for dropping out of school may not understand the link between current school performance and future success and, as a result, do not place a high value on school achievement. The proposed SBIR project, See It, Be It, will develop and test an innovative intervention that aids youth in forming school-based possible selves (i.e., cognitive representations of an individual's aspirations and goals). See It, Be It offers interactive softwar through which students create personalized stories about their short and long-term goals and the strategies needed to meet these goals. By creating stories and visualizing their successful school-based possible selves, students will better understand the link between current school performance and future success, and their cognitions about educational utility will change. Phase I will accomplish three aims: (1) create the Phase I prototype including one storyline, sample technology components such as an Online Implementation Center (OIC), and accompanying implementation materials (i.e., manual for school professionals); (2) assess prototype feasibility with school professionals (n=30) and both feasibility and pre-post knowledge gained with youth at risk for dropping out of school (n=20); and (3) establish the Phase II development plan based on Phase I findings. Phase I research is expected to demonstrate strong support for the proposed product. With this foundation, Phase II full product development will include a randomized trial examining treatment effects for (1) students' classroom engagement, (2) academically focused cognitions, and (3) academic self-concept. Through Phase II testing, the proposed product is expected to effectively increase students' classroom engagement, academically-focused cognitions, and academic self-concept. This intervention product will yield a valuable and cost-effective resource for school professionals and at-risk youth thereby addressing large market demands, and has the potential to make a significant impact on the lives of youth at risk for school dropout and on society, in general. PUBLIC HEALTH RELEVANCE: In the United States alone, approximately 7,000 students drop out of school each day. School dropout poses serious individual and societal risks. Dropouts obtain lower skilled and lower paying jobs than high school graduates and are more likely to report drug use than those who complete high school. Additionally, school dropouts make up the majority of welfare recipients and prison inmates. The substantial risk associated with dropping out of school has led to a critical public health need that must be addressed through the development and dissemination of effective treatment programs. The President of the United States designated $900 million in FY 2011 to help low-performing high schools decrease their dropout rates, underscoring the critical need to address this public health crisis. To date, most dropout interventions have focused on high school students. Research suggests that school disengagement begins well before high school. Also, while many of these programs offer mentor support and tutoring, once the program ends, students often revert to their original and often negative beliefs about academic success and school utility. The proposed SBIR project will address the shortcomings of current dropout intervention programs by developing and testing a specialized computer- based intervention for at-risk middle school youth. One of the primary goals of the intervention is to influence the cognitions youth hold about the utility of school. The proposed product will also significantly increase at-risk students' classroom engagement and academic self-concept.