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This study examined the impact of an academic counseling approach implemented by counseling center staff for students in academic jeopardy. Participants were 414 undergraduate students placed on academic warning and probation. Students who participated in counseling demonstrated significantly greater increases in grade point average than did students who had not received counseling.A common concern of colleges and universities is the retention of students. One segment of the student body that is at risk for attrition is students who are in academic jeopardy. Academic jeopardy is regarded as the point at which a student has fallen below university academic standards for overall grade point average (GPA) and faces the possibility of dismissal. A review of the literature describing attributes of students at risk for early attrition (i.e., those in academic jeopardy) suggests that counseling services may not only be desirable but are much needed for these individuals. Call, Hendricks, and Jones (1 990) found that compared with academically successful college students, at-risk students are less trusting and less ethical in dealings with others; they exhibit more behaviors and attitudes that lead to social alienation or emotiona1 disturbance; they experience more anxiety in social interactions; and they have lower opinions of themselves. In addition, Maxwell (1 979) found that high-risk college students who do not succeed have made a poorer adaptation to the college environment, have less clearly defined aspirations, are less committed to their goals. are less willing to study hard, and have weaker interpersonal skills and support. In support of the role of nonacademic factors with this group, Gerdes and Mallinckrodt (1 994) found that emotional and social adjustment factors predicted college attrition as well as or better than academic adjustment factors.Although schools often provide academic advising to assist students in academic jeopardy (Metzner, 1 989), traditional advising methods are unlikely to meet the complex needs of this group. As Trombley (1984) noted, the most common model of student advisement has been the faculty-run

Using the Index of Attitudes Toward Homosexuals to study the attitudes of 34 Asian students and 32 American students toward lesbians and gay men showed these Asian students were more likely to harbor homophobic attitudes than these American students. There were no significant sex differences between groups.

The vulnerability of the NEO-Five Factor Inventory to self-presentation strategies was assessed through manipulation of instructional set. Research participants were randomly assigned to one of five instructional sets including general fake good and bad conditions, a control condition, and two conditions directing participants to produce profiles that would maximize their chances of gaining admission to either the police academy or a graduate program in psychology. Analysis suggested that individuals instructed to fake were able to produce profiles consistent with the instructional sets provided. General fake-good and fake-bad profiles were identified and criteria were developed to detect faking in individual profiles. Caution was suggested when using this inventory in assessment situations in which self-presentation strategic; may be employed.

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Although Costa and McCrae have indicated that respondents can strategically self-present on the NEO-Five Factor, Inventory when instructed to do so, little research has examined the situational factors related to the motivation to self-present. This study examined feedback expectancy concerning test performance as one variable that might have relevance to strategic self-presentation on the NEO-Five Factor Inventory. Participants ( N = 108) completed the inventory under one of three feedback expectancy conditions: public feedback, private feedback, or a control condition. Multiple analyses of variance indicated no significant differences on the inventory's domain scores among conditions, suggesting that feedback expectancy was not related to performance.

Although Costa and McCrae have indicated that respondents can strategically self-present on the NEO-Five Factor Inventory when instructed to do so, little research has examined the situational factors related to the motivation to self-present. This study examined feedback expectancy concerning test performance as one variable that might have relevance to strategic self-presentation on the NEO-Five Factor Inventory. Participants (N = 108) completed the inventory under one of three feedback expectancy conditions: public feedback, private feedback, or a control condition. Multiple analyses of variance indicated no significant differences on the inventory's domain scores among conditions, suggesting that feedback expectancy was not related to performance.