EFFECTS OF A STRUCTURED GROUP INTERVENTION ON THE ACHIEVEMENT OF ACADEMICALLY AT-RISK UNDERGRADUATES

Researchers examined the effects of a multicomponent, structured group intervention on the academic achievement of 78 male and 71 female stu dents placed an academic probation. Intervention components were deriv ed from theories of goal attainment, interpersonal problem-solving, an d social competence. Students who participated in the intervention wer e removed from probation status at significantly higher rates and achi eved significantly higher grade point averages and credit completion r atios than. students LI the control condition. The implications of the se results for future research and practice are discussed.