The effect size was very small( Cohen’ s d = 0.13), indicating minimal practical impact for this group on Question 6.
Conclusion Overall pattern for Year 10:
Improvements are small across most questions, and none reach statistical significance. Q5 is their strongest area( but still non-significant). However, the results are likely underpowered due to small sample size( n = 38)
Year 10 strongest improvements Q1 – Expressing thoughts → d = 0.30( but non-significant due to small n) Q4 – Academic control → d = 0.21
Q3 – Taking on challenges → d = 0.18( Still all non-significant, small effects)
Overall pattern for Year 9:
Year 9 consistently shows stronger and statistically significant effects with Q5 also being their strongest area. Year 9 consistently shows stronger improvements than Year 10 across almost every question with larger effect sizes and multiple statistically significant gains.
Year 9 strongest improvements Q2 – Dealing with setbacks → significant, d = 0.32 Q4 – Academic control → significant, d = 0.27 Q5 – Motivated to do well in my studies – significant, d = 0.31 Across the combined dataset( Years 9 + 10), students showed statistically significant improvements in: Q2: Dealing with setbacks( resilience) Q4: Control over academic outcomes( academic agency) Q5: Motivation to do well in studies The changes for Q1, Q3, and Q6 were positive but not statistically significant, with small effect sizes.
Overall, the intervention has clear strengths with areas such as building resilience, self-belief, and academic ownership( Q2, Q4, Q5)
The programme produced meaningful improvements in students’ resilience, academic self-control, and motivation, with Year 9 showing the strongest and most consistent gains. While Year 10 showed positive movement, effect sizes were smaller and did not reach statistical significance, likely due to the smaller cohort size and greater variability. The strongest overall improvement was in motivation to succeed academically( Q5), followed by improvements in resilience( Q2) and academic agency( Q4). Confidence-based items( Q1 and Q3) improved only modestly across both year groups.
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