The effects of structured group counseling on selected psychological, developmental and educational factors and the academic performance of low-achieving college students, 1984

Purpose: This study was to determine whether a structured group counseling experience would significantly improve the academic performance of low achievers. Significance of the Study: This study is to be significant in providing student affairs personnel with a model that involves selected psychological, developmental, and educational factors which can have varied impact on low achievers. Method and Procedures: Included in the methodology are seven null hypo-theses used to test the impact of selected factors under three different conditions. The Fisher tested the null hypotheses that implied, there will be no statistically significant difference in state-trait anxiety, life change, study habits, temperament, developmental task and GPA of those exposed and not exposed to a structured group counseling experience. From a pool of 200 probationary Clark College freshmen, 60 students were randomly selected and placed- into two experimental groups, and a control group. The investigator exposed Experimental I to 10 sessions; Experimental II received materials through the mail, and the control group received materials placed anonymously in residence halls. Conclusions: The findings warranted the following conclusions: 1. Exposure to a structured group counseling experience had a significant positive effect on trait anxiety, but not on state anxiety, life change events and temperament of low achievers. 2. While low achievers, exposed to a structured group experience, had reached a moderate level of independence (autonomy) in their developmental states, their developmental levels relative to "purpose" and "interpersonal relationships" were no different from students who had not been so exposed. 3. Students exposed to effective study habits through a structural group experience were no more effectively influenced in their study habits than those receiving enriching materials by mail or randomly placed in residence halls. 4. The academic performance of students exposed to structured group counseling experiences and those who received enriching materials showed significant improvement in GPA over those in the control group