Title: Helping Marginal Students Improve Academic Performance Through Self-Management Techniques
Abstract: INTRODUCTION Studies of college student attrition have pointed out various difficulties students have in completing the transition from high school to college, and several studies have concluded that we can d o little to assist those students classified as at risk when they enter.' They are given a chance but probably won't succeed because of their lack of interest or because of lesser abilities. The study reported in this paper tests that assumption, using self-management techniques to help marginal students enrolled in the College of Arts and Sciences a t West Virginia University develop more realistic goals, plan ways t o achieve them, and measure and focus on their accomplishments as they adjust to their new environment. The study, directed by Lynn Pawlicki, reports that 72 percent of students in the sample improved their grade point average by about 0.5 grade points in one semester while following this program with academic advisors as support. The program also enabled advisors and students t o develop a more productive working relationship for future academic counseling.