The effects of behavioral/academic contracting and intrusive counseling on the academic performance and retention of minority students readmitted on academic probation.
Item
-
Title
-
The effects of behavioral/academic contracting and intrusive counseling on the academic performance and retention of minority students readmitted on academic probation.
-
Identifier
-
AAI9119680
-
identifier
-
9119680
-
Creator
-
Snowden, Scharlene Anita.
-
Contributor
-
Adviser: Rebecca Donovan
-
Date
-
1991
-
Language
-
English
-
Publisher
-
City University of New York.
-
Subject
-
Education, Higher | Education, Guidance and Counseling | Education, Sociology of
-
Abstract
-
The purpose of this dissertation was to investigate whether a program intervention would positively effect the academic performance and retention of undergraduate African-American and Caribbean-American students who were readmitted with academic probationary status. Also investigated were whether students' levels of self-esteem and self-efficacy, and the presence of negative life events would effect students' academic performance and continuance for the next semester.;The program intervention was delivered through an intrusive counseling approach and was comprised of an individualized reorientation session and behavioral academic contracting. Intrusive counseling is a proactive counseling approach in which a counselor actively reaches out to engage a student at the point of entry and on a continuous basis. Behavioral/academic contracting is the designing of a prescription to enable a student to attain his/her educational goal.;The sample population was comprised of 105 students who were readmitted on probation. The comparison group included all forty-seven students readmitted for the Fall 1988 semester and the study group included all fifty-eight students readmitted for the Spring 1989 semester, and who were recipients of the program intervention.;For the study group there was a statistically significant relationship between persistence and the mean semester grade point average attained in the first semester of return, and compliance to the behavioral/academic contract for adherance to college policies and attaining a semester grade point average of 2.0 or better. There was also a statistically significant relationship between pretest self-efficacy and cumulative grade point averages at the time of readmission and at the end of the semester for those who continued for the next semester. However, pre-test self-efficacy although not directly related to persistence, seems to be indirectly related to it.;Sixty-four percent (n = 37) of the study group and fifty-three percent (n = 25) of the comparison group continued after the semester of readmission, however the differential in rates of persistence were not statistically significant. Although fifty-nine percent (n = 34) of the study group attained a semester grade point average of 2.0+ as opposed to forty-seven percent (n = 22) of the comparison group, the difference was not statistically significant. Finally, the presence of negative life events, low self-esteem and not having a mid-term intrusive counseling session was not statistically significantly related to persistence or academic performance for the study group.
-
Type
-
dissertation
-
Source
-
PQT Legacy CUNY.xlsx
-
degree
-
D.S.W.
