A Motivational/Empowerment Model Applied to Students on Academic Probation

Abstract

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 affirmations, goal setting/life planning, and self-management. Since implementation, the percentage of UNCG students eligible to return to the institution after being placed on academic probation has increased from 40% to 58% over a four-year period. When comparing the net gain in grade point average of students completing the program to a control group, students enrolled in the program had a significantly higher academic achievement (p = .036). Generalizability of the model and future research recommendations are explored in the article.

Get full access to this article

View all access options for this article.

References

Astin

A. W.

(1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297–308.

Bandura

(1997). Self-efficacy: The exercise of control. New York: Freeman.

Bloom

J. L.

& Martin

N. A.

(2004). Incorporating appreciate inquiry into academic advising. The Mentor. Retrieved on April 2, 2004, from http://www.psu.edu/dus/mentor/020829jb.htm.

Brocato

(2000). Academic workshops: A plan to help students experiencing academic probation and disqualification. (ERIC Document Reproduction Service No. ED 461349.)

Cabrera

A. F.

Nora

& Castaneda

(1992). The role of finances in the persistence process: A structural model. Research in Higher Education, 33(5), 571–593.

Choy

S. P.

(2003). Access & persistence: Findings from 10 years of longitudinal research on students. Retrieved on May 17, 2003, from http://www.eriche.org/digests/2002-2.html.

Cooperrider

D. L.

Whitney

& Stavros

J. M.

(2003). Appreciate inquiry handbook: The first in a series of AI workbooks for leaders of change. Bedford Heights, OH: Lakeshore Publishers.

Corkery

B. J.

McGreevey

J. L.

Yoder

F. L.

& Folsom

P. J.

(2003, October). A semester on the brink: An initiative for first-year students on academic probation. Paper presented at the annual meeting of the National Academic Advising Association, Dallas, TX.

Covey

S. R.

(1989). The seven habits of highly effective people. New York: Simon & Schuster.

10.

Dolence

M. G.

Rowley

D. J.

& LuJan

H. D.

(1997). Working toward strategic change: A step-by-step guide to the planning process. San Francisco: Jossey-Bass Publishers.

11.

Downing

(2002). On course: Strategies for creating success in college and in life (3rd ed.). Boston: Houghton Mifflin.

12.

Dunn

(1995). A comparison of three groups of academically at-risk college students. Journal of College Student Development, 36, 270–279.

13.

Finkelstein

(2002). Maximizing retention for at-risk freshmen: The Bronx Community College model. (ERIC Document Reproduction Service No. ED469657.)

14.

Glasser

(2000). Reality therapy in action. New York: HarperCollins.

15.

Hansen

(1998). Essential demographics of today's college students. AAHE-Bulletin, 51(3), 3–5.

16.

Light

R. J.

(2001). Making the most of college: Students speak their minds. Cambridge, MA: Harvard University Press.

17.

MacKay

(1996). Establishing a learning community for community college students: STAR-students and teachers achieving results. (ERIC Document Reproduction Service No. ED393514.)

18.

Martino

T. L.

& DeClue

(2003, October). It's time to ACT!: Helping students get back to good standing. Paper presented at the annual meeting of the National Academic Advising Association, Dallas, TX.

19.

Pajares

(1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578.

20.

Randi

& Corno

(2000). Teacher innovations in self-regulated learning. In Boekaerts

Pintrich

P. R.

& Zeidner

(Eds.), Handbook of self-regulation (pp. 651–685). San Diego, CA: Academic Press.

21.

Shanks

(2002, October). Mandatory probation advising: A personal guide to the finish line. Paper presented at annual meeting of the National Academic Advising Association, Salt Lake City, UT.

22.

Ting

Grant

& Plenert

(2000). The Excellence-Commitment-and-Effective-Learning (ExCEL) Group: An integrated approach for first-year college students' success. Journal of College Student Development, 41(3), 353–360.

23.

Tinto

(1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago: University of Chicago Press.