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Helping Those Who Help Themselves: Does Counseling Enhance Retention?

Lockard, Allison J., Hayes, Jeffrey A., Locke, Benjamin D., Bieschke, Kathleen J., Castonguay, Louis G.·2019·Journal of Counseling & Development
DOI 10.1002/jcad.12244
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Abstract

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.

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Crossref · 10.1002/jcad.12244

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Citations

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Research works printed but not linked: 42

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Metadata

Authors
Lockard, A. J., Hayes, J. A., Locke, B. D., Bieschke, K. J., & Castonguay, L. G.
Affiliations
  • Department of Education Bucknell University
  • Department of Educational Psychology, Counseling, and Special Education The Pennsylvania State University
  • Center for Assessment and Psychological Services The Pennsylvania State University
  • Faculty Affairs The Pennsylvania State University
  • Department of Psychology The Pennsylvania State University
Venue
Journal of Counseling & Development
Publisher
Wiley
Published
2019-03-13
Volume
97
Issue
2
Pages
128-139
ISSN
  • 0748-9633
  • 1556-6676
DOI
10.1002/jcad.12244
Cited by
11
References
8
Language
en
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)

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