This article outlines a motivational/empowerment model for students on academic probation implemented at The University of North Carolina Greensboro (UNCG). The model draws from several theoretical orientations, and includes individual and group interaction as well as discussion in four key topic areas: personal responsibility, positive…

A questionnaire administered to 90 profoundly deaf postsecondary students in the third week of their first academic quarter revealed factors which predicted end-of-quarter probation/suspension correctly for 60 percent of the subjects. Discriminating variables included negative affect regarding their school, negative high school experience, and…

Describes the study skills portfolio approach, which uses self-assessment and intervention procedures to teach university students on academic probation how to appeal probationary status and reinstate full academic standing. (SR)

The usefulness of scores on the American College Testing (ACT) program and the Scholastic Aptitude Test (SAT) in predicting whether Grambling State University (Louisiana) students would be placed on academic probation was studied. Additional concerns included: whether there is a critical point or scores on the ACT/SAT that was linked to…

This study delineates characteristics related to suspended, probation, and nonprobation college students. The population of sub-population studies are composed of 1971-72 undergraduates at the University of Wisconsin-Stevens Point, and for some parts the entering freshmen for only 1971-72. By the end of the school year, all students were…

TO TEST THE HYPOTHESIS THAT STUDENTS ON ACADEMIC PROBATION WHO RECEIVED SUPPORT AND INSIGHT FROM A GROUP WOULD OBTAIN HIGHER GRADE POINT AVERAGES THAN THOSE WITHOUT SUCH AN EXPERIENCE, THE RECORDS OF AN EXPERIMENTAL GROUP OF 30 PROBATIONARY STUDENTS WERE MATCHED ON THE BASIS OF AGE, SEX, AND NUMBER OF UNITS TAKEN, MARITAL STATUS OF PARENTS,…

The study evaluates the test-gain benefits of an accelerated desensitization and adaptive attitudes intervention for test-anxious students. College students were screened for high test anxiety. Twenty anxious students, half of them on academic probation, were assigned to an Intervention or to a minimal treatment Control group. The Intervention was…

The purpose of this study was to determine the effect of academic probation on the scholastic performance of marginal freshmen students at Georgia Southern College. (Author)

Female college undergraduates on academic probation and the Dean's List were compared on measures of identification and personality characteristics. Concluded that the absence or presence of certain personality traits may be more crucial and influential in determining academic and, perhaps, personal competency than is sex-role identification.…

This manual, developed for college counseling services, outlines the design and administration of the Academic Probation Program at the University of Arkansas. An overview of the individualized program, which focuses on academic coping skills, and guidelines for the seven stages of implementation are given, including orientation, the initial…

This report presents data on the number of students affected by academic probation or dismissal during 1967-68 at California's institutions of higher education. Section A, the introduction, defines academic probation and academic dismissal. Section B discusses the academic probation and dismissal policies of the various campuses of the University…

Academic policy should be structured in a way that best serves the needs of both the institution and the individual student. Existing policies generally inherited from the past, were designed to protect the institution, and are based upon faulty assumptions regarding reasons for low academic performance. Five guidelines designed to meet the needs…

The client's perception of the comfort of the counselor in a group setting is significantly related to counselor effectiveness as measured by GPA change. The overall counseling climate and the client's estimate of his satisfaction were not related to counselor effectiveness. (Author)

Students on varying degrees of academic probation were randomly assigned to one of three intervention strategies that incorporated controlled content but divergent levels of intrusiveness. The most intrusive intervention resulted in higher cumulative grade point averages and higher retention rates. Students with the highest risk of dismissal were…

As part of the campus concern with retention, California State University at Long Beach developed intervention strategies to work with students on academic probation. The students who participated in this mandatory, long-term, comprehensive program made more significant and steady progress compared with control populations who used other services.…