School‐based motivational interviewing

Change and sustain talks during goal setting

Bibliographic Data

ID21376673
AuthorsTe Qi (0000-0002-7699-6954, Department of Clinical, Health, and Applied Sciences University of Houston—Clear Lake Houston Texas USA, corresponding author), Gill Strait (Department of Clinical, Health, and Applied Sciences University of Houston—Clear Lake Houston Texas USA), Gerald G Strait (0000-0003-1799-8631, University of Houston - Clear Lake), Anthony Roberson (Department of Clinical, Health, and Applied Sciences University of Houston—Clear Lake Houston Texas USA), Anthony J Roberson (0000-0003-0699-1282, University of Houston - Clear Lake), John Terry (0000-0002-7582-7374, College of Charleston), John D Terry (Department of Psychology College of Charleston Charleston South Carolina USA)
Year2025
Volume62
Issue1
Pages54-85
Publication date2025-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePsychology in the Schools (JOURNAL)
Journal identifiersISSN: 0033-3085 • E-ISSN: 1520-6807
PublisherWiley (PUBLISHER • GB)
DOI10.1002/pits.23313
OpenAlexW4402825548
LanguageEN
References cited47

The student check‐up (SCU) is a brief school‐based motivational interviewing intervention developed to promote academic‐related behavioral changes and to increase accessibility to mental health services. Despite published randomized controlled trials demonstrating SCU's effectiveness in promoting student self‐efficacy in academic efforts, the SCU's impact on student grade outcome has been inconsistent across studies. This study examines whether student participants' written statements that represent change talk and sustain talk predict differences in post‐treatment grade outcomes and whether these effects are moderated by students' pre‐treatment academic achievement. In addition, we examine whether change and sustain statements mediate the relationship between study sites and grade outcomes. A two‐level linear regression controlling for pre‐treatment grades indicated that as the frequency of change statements increases, students' post‐treatment grades in English Language Arts decrease ( B = −0.62, p = .03), suggesting that “the more” is not always “the merrier” when it comes to evoking change statements related to academic goals that require multiple behavioral changes for attainment

Behavior change · Developmental psychology · Goal Orientation · Goal setting · Intervention (counseling) · Interview · Medical education · Motivational interviewing · Pedagogy · Applied Psychology · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Educational and Psychological Assessments · Psychology · Social Psychology

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