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Helping Those Who Help Themselves: Does Counseling Enhance Retention?
Author(s) -
Lockard Allison J.,
Hayes Jeffrey A.,
Locke Benjamin D.,
Bieschke Kathleen J.,
Castonguay Louis G.
Publication year - 2019
Publication title -
journal of counseling and development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.805
H-Index - 78
eISSN - 1556-6676
pISSN - 0748-9633
DOI - 10.1002/jcad.12244
Subject(s) - psychology , test (biology) , distress , population , clinical psychology , academic achievement , medical education , family medicine , medicine , developmental psychology , paleontology , environmental health , biology
This study examined how academic distress changed over the course of counseling and predicted retention. The sample comprised students receiving services at the campus counseling center ( n = 404), students from a psychology department subject pool ( n = 311), and students from the general campus population ( n = 75,748). The analyses performed included t test, analysis of covariance, chi‐square test, and logistical regression. The results suggested that students whose academic distress did not decrease had lower retention rates than both clients whose academic distress improved and the general student body.