Why Students Withdraw from Classes

Dunwoody, Philip T.; Frank, Michael L.

doi:10.1080/00223980.1995.9914927

Cited by 29 publications

(36 citation statements)

References 5 publications

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“…Regarding students on probation, in particular, much emphasis has been placed on various strategies to address the academic factors that influence academic achievement (Abrams & Jernigan, 1984;Steinmiller & Steinmiller, 1991;Taylor, 1987;Whitner & Sanz, 1988). With increasing information gleaned from studies in which the influence of nonacademic factors on academic achievement has been assessed (Dunwoody & Frank, 1995;Lucas, 1991;McGuire & Noble, 1973;Trombley, 2001), the direction of research on academic achievement should continue to incorporate both academic and nonacademic factors.…”

Section: Discussionmentioning

confidence: 99%

“…Financial, personal, and family problems may be the cause of poor grades (Dunwoody & Frank, 1995;Trombley, 2001). In any case, the prescriptive approach does not foster the development of the independent problem-solving strategies needed to improve poor academic performance.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Some students perform poorly in college because of a lack of ability or academic skills, but significant nonacademic factors may also inhibit students' ability to perform to their potential (Dunwoody & Frank, 1995;Lucas, 1991;Trombley, 2001). Therefore, academic advising is a key factor in helping students to achieve their educational goals (King & Kerr, 2005).…”

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confidence: 99%

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Adding Insight to Intrusive Advising and Its Effectiveness with Students on Probation

Schee

2007

NACADA Journal

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In this study, I examined the effectiveness of adding insight-oriented strategies to an intrusive academic-advising approach with students on academic probation. Twenty males and 22 females at a comprehensive private university participated in the study. Students who attended three to eight meetings had a significant improvement in semester GPA compared to students who attended one or two meetings or no meetings. This study suggests that insight-oriented intrusive advising had a positive affect on academic achievement; however, other factors, such as motivation, may also play a role and are worthy of future investigation. Relative Emphasis: research, practice, theory

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

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confidence: 99%

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Adding Insight to Intrusive Advising and Its Effectiveness with Students on Probation

Schee

2007

NACADA Journal

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“…Moreover, they singled out motivation and concentration problems as main factors for their failure. As already stated regarding the academic factors contributing to academic probation, students also emphasised lecturing styles and the degree of difficulty of courses (Smith & Winterbottom, 1970;Dunwoody & Frank, 1995). Even though lecturing styles and Figure 6.…”

Section: Probation Reasons From the Point Of View Of Probation Studentsmentioning

confidence: 99%

Why Do Students Who Are Eligible to Enter University Fall into Academic Probation and What Possibilities Are There for Effective Interventions?

Atay¹,

Ruppert²,

Gülmez³

et al. 2017

PSYCH

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Probation is the academic status of students who do not meet minimum academic criteria of Grade Point Average (GPA) as specified by the university. Probation furthermore restricts the amount of credits that can be loaded. It is a growing problem with many different causes. It has been studied for many years with e.g. The Student Adaptation to College Questionnaire (SACQ) consists of four subscales that are social adjustment, personal-emotional adjustment, academic adjustment and institutional attachment (Gerdes & Mallinckrodt, 1994). In 2014, Istanbul Technical University (ITU) Dean of Student and Registrar's Office published the General Statistical Evaluation Report highlighting the issue of academic probation. In this study the authors aimed to identify the reasons of academic probation and to set up an intervention model at the University Career Centre. For this purpose, semi-structured interviews and group discussions were conducted with 182 undergraduate academic probation students from 13 faculties. Data analysis using Qualitative Data Analysis Software (MAXQDA) was used to identify the reasons for academic probation. Once the reasons had been identified, existing tools were improved and new tools were developed. After the implementation of various intervention measures such as promoting career summits, setting up a web portal, informing the administration of the university of the importance and necessity of creating open areas, the results were analysed. At the end of a two-year period of strenuous efforts, the effectiveness of those measures was evident as the probation rate had dropped from 23.46% to 17.08% (ITU Dean of Student and Registrar's

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“…Although LDs and attentional disorders have been blamed for a range of social and emotional problems, from family discord and negative parent-child interactions (APA, 2000) to severe anxiety (Gottesman, 1994), the most oft cited consequences are a pervasive lack of self-esteem and compromised peer interactions. Students with LDs and those with AD/HD are likely to have experienced repeated academic failures (Dunwoody & Frank, 1995;Gunther-Mohr, 2003). The cumulative effect of these negative experiences for college students with LDs or AD/HD is a diminished self-concept and the range of feelings associated with a sense of inadequacy and lack of confidence (Gottesman, 1994;Gunther-Mohr, 2003;Reiff & Gerber, 1994;Rock et al, 1997;Saracoglu et al, 1989;Shmulsky, Balanced Advising Model 2003;Wilchesky & Minden, 1988).…”

Section: Secondary Social and Emotional Issuesmentioning

confidence: 99%

Finessing the Academic and Social-Emotional Balance: A Revised Developmental Advising Model for Students with Learning Disabilities or AD/HD

Ryser

Alden

2005

NACADA Journal

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Why Students Withdraw from Classes

Cited by 29 publications

References 5 publications

Adding Insight to Intrusive Advising and Its Effectiveness with Students on Probation

Adding Insight to Intrusive Advising and Its Effectiveness with Students on Probation

Why Do Students Who Are Eligible to Enter University Fall into Academic Probation and What Possibilities Are There for Effective Interventions?

Finessing the Academic and Social-Emotional Balance: A Revised Developmental Advising Model for Students with Learning Disabilities or AD/HD

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