The present study compared, using delayed multiple-criteria measures, the effectiveness of two different group-counseling techniques with college Ss who expressed a desire to improve their academic performance. The procedures were a more traditional approach focusing on personal-emotional problems and one on development of behaviors appropriate for college achievement. Groups were compared with two control groups on three criteria, pre-post change scores in grade point average, adjustment scores, and study habits and attitudes scores. The 5 hypotheses were not supported. Implications for research and practice in group counseling were discussed.
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