A comparison of counselor attention, counselor attention plus modeling, and supervised study control treatments in changing study habits, attitudes, behaviors, and grades

The purpose of this study was to compare counselor attention, counselor attention plus modeling, and supervised study control treatments in changing students' study habits and attitudes, grades, and class behaviors. Several hypotheses were investigated. Among them were: (1) counselor attention will produce significantly greater change in appropriate study habits, behaviors, and attitudes, and in grade point averages than will the control condition; (2) modeling plus counselor attention procedures will produce significantly greater change in appropriate study habits, behaviors and attitudes, and in grade point averages than will the control condition; (3) IQ levels and treatment levels will interact. Other relevant contrasts were examined as they appeared