Effects of a structured group intervention on the achievement of academically at-risk undergraduates

被引：0
|
作者：
Coleman, HLK [1 ]
Freedman, AM [1 ]
机构：
[1] WESTTOWN SCH, WESTTOWN, PA USA
来源：
JOURNAL OF COLLEGE STUDENT DEVELOPMENT | 1996年 / 37卷 / 06期
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D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Researchers examined the effects of a multicomponent, structured group intervention on the academic achievement of 78 male and 71 female students placed an academic probation. Intervention components were derived from theories of goal attainment, interpersonal problem-solving, and social competence. Students who participated in the intervention were removed from probation status at significantly higher rates and achieved significantly higher grade point averages and credit completion ratios than. students LI the control condition. The implications of these results for future research and practice are discussed.
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页码：631 / 636
页数：6
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