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The effect of solution-focused scaling and solution-focused questions on expectancy and commitment.

Abdulla, Adam; Woods, Ruth

Authors

Adam Abdulla

Ruth Woods



Abstract

Solution-focused (SF) approaches are widely used in schools. The present study examined the effects of a central SF technique—'scaling'—on female secondary students’ improvement expectancy (IE) and commitment to improvement (CTI). Popular follow-up questions were also tested. In Experiment 1, 120 students were randomly assigned to a 'success scaling', 'success scaling' plus follow-up SF question, or control condition. IE and CTI were higher in the scaling conditions than in the control group, but differences were small and not statistically significant. In Experiment 2, 115 students were randomly assigned to a 'success scaling' plus one SF question, 'success scaling' plus two SF questions, or problem-focused condition. Students in the doubly augmented scaling condition reported higher IE and CTI than students in the other conditions. However, differences were small and not statistically significant. The results of this study suggest that (success) scaling techniques may not be as effective as is widely supposed. Impact Statement Solution-focused (SF) approaches are common in schools and used by both teachers and school psychologists. However, SF approaches are generally multicomponent interventions, making it impossible to identify effective techniques. The present study provides the most thorough experimental evidence to date for the effectiveness of the central SF technique: (success) scaling.

Citation

ABDULLA, A. and WOODS, R. 2021. The effect of solution-focused scaling and solution-focused questions on expectancy and commitment. School psychology review [online], Latest Articles. Available from: https://doi.org/10.1080/2372966X.2021.1942196

Journal Article Type Article
Acceptance Date Jun 7, 2021
Online Publication Date Aug 17, 2021
Deposit Date Jun 21, 2021
Publicly Available Date Aug 17, 2021
Journal School psychology review
Print ISSN 2372-966X
Electronic ISSN 2372-966X
Publisher Taylor & Francis
Peer Reviewed Peer Reviewed
DOI https://doi.org/10.1080/2372966X.2021.1942196
Keywords Solution-focused; School performance criteria; Secondary school students; Educational methods; Pedagogy; Commitment; Expectancy; Scaling: Shane Jimerson
Public URL https://rgu-repository.worktribe.com/output/1364572

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