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ERIC Number: ED222142
Record Type: Non-Journal
Publication Date: 1981
Pages: 67
Abstractor: N/A
Reference Count: N/A
Promoting Persistence Through Cognitive Style Analysis and Self-Management Techniques.
Jenkins, Jeannette; And Others
Three research studies were conducted by the academic advisers in the College of Education at Southern Illinois University-Carbondale to test a method of increasing retention and academic performance of currently enrolled high-risk students. Students recruited for the research had had less than 75 hours passed and grade points below 2.15, making them ineligible for the teacher education program. For each study, experimental and control groups were used. In the experimental groups, each adviser worked with students using tests, diagnostic test interpretation, and academic counseling to find the most effective cognitive learning style. Self-management techniques were designed and used so students could analyze and control their behavior while striving for success. The first study was designed to increase retention and academic performance to make them eligible for the teacher education program. The strategies resulted in improved academic performance. The second study followed the original participants through their field experience and professional semester to graduation. Continued treatment helped students raise and maintain grades at an adequate level for student teaching. The third study worked with a new group of students with grade point averages below 2.25 to increase retention and academic performance. This study confirmed the first study's results, and expansion of the treatment to include underachieving students in other majors is recommended. (MSE)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A