Helping college students succeed: A model for effective intervention

Helping College Students Succeed: A Model for Effective Intervention

Volumn , Issue , 2013, Pages 1-235

  Hirsch, Glenn ^a  

^a UNIVERSITY OF MINNESOTA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85075307872     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203768358     Document Type: Book

References (141)

1. Ahia, C. E. (1997). A cultural framework for counseling African Americans. In C. C. Lee (Ed.), Multicultural issues in counseling; New approaches to diversity (pp. 73-80). Alexandria, VA: American Counseling Association.
2. Algozzine, B., Christenson, S., & Yseldyke, J. E. (1982). Probabilities associated with referral to placement process. Teacher Education and Special Education, 5, 19-23.
3. American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author. Americans with Disabilities Act of 1990. Pub. L. No.1 0 1-336, 42 V.S.C.A. § 12101.
4. Anderson, C. A., & Jennings, D. L. (1980). When experiences of failure promote expectations of success: The impact of attributing failure to ineffective strategies. Journal of Personality, 48, 393-407.
5. Anton, W. D., & Reed, J. R. (1991). College adjustment scales. Odessa, FL: Psychological Assessment Resources.
6. Atkinson, J. W. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand.
7. Babcock, C., & Tanner M. L. (1995). Reading behaviors checklist. College Reading & Learning Association Emotional/Motivational Aspects of Learning Special Interest Group Newsletter, 4(2), 5-6.
8. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
9. Bandura, A., Adams, N. E., & Beyer, J. (1977). Cognitive processes mediating behavioral change. Journal of Personality and Social Psychology, 35(3). 125-139.
10. Banyai, E. L., Zseni, A., & Tury, F. (1993). Active-alert hypnosis in psychotherapy. In J. Rhue, J. Lynn, & 1. Kirsch (Eds.), Handbook of clinical hypnosis (pp. 271-291). Washington, DC: American Psychological Association.
11. Bar-Tal D., & Bar-Zohar, Y. (1977). The relationship between perception of locus of control and academic achievement: Review and some educational applications. Contemporary Educational Psychology, 2(2). 181-199.
12. Beck, A. T. (1978). Beck depression inventory. San Antonio, TX: The Psychological Corporation/Harcourt Brace & Company.
13. Beck, A. T., & Steer, R. A. (1987). Beck Depression Inventory Manual. San Antonio, TX: The Psychological Corporation/Harcourt Brace Jovanovich.
14. Bedner R. L., & Weinberg, S. L. (1970). Ingredients of successful treatment programs for underachievers. Journal of Counseling Psychology, 17(1), 1-7.
15. Benjamin, M., McKeachie, W. J., Lin, Y-G., & Holinger, D. (1981). Test anxiety: Deficits in information processing. Journal of Educational Psychology, 73, 816-824.
16. Bos, C. S., & Van Reusen, A. K. (1991). Academic intervention with learning-disabled students: A cognitive/metacognitive approach. In J. E. Obrzut & G. W. Hynd (Eds.), Neuropsychological foundations of learning disabilities: A handbook of issues, methods and practice (pp. 659-683). San Diego, CA: Academic Press.
17. Brain scans hint at cause of dyslexia. (1998, March 13). Chronicle of Higher Education, vol. XLIV, p. A23.
18. Brinkerhoff, L., Shaw, S., & McGuire, J. (1993). Promoting post-secondary education for students with learning disabilities. Austin, TX: PRO-ED .
19. Bryant, B. R., Patton, J. R., & Dunn, C. (1991). Scholastic Abilities Test for Adults. Austin, TX: PRO-ED.
20. Budman, S. H., & Gurman, A. S. (1988). Theory and practice of brief therapy. New Yo rk: Gu ilford.
21. Burka, J. B., & Yuen, L. M. (1983). Procrastination: Why you do it, what to do about it. Reading, MA: Addison-Wesley.
22. Burns, D. (1980, November). The perfectionist's script fo r self-defeat. Psychology Today, 34-52.
23. Burns, D. (1992). Feeling good: Th e new mood therapy. New York: Avon.
24. Cantwell, D. (1975). Genetic studies of hyperactive children: Psychiatric illness in biologic and adopting parents. [n R. R. Fieve, D. Rosenthal, & H. Brill (Eds.), Genetic research in psychiatry (Chapter 19, pp. 273-280). Baltimore, MD: Johns Hopkins University Press.
25. Carver, D. S. (1992). Solution oriented therapy: Principles and techniques. The Independent Practitioner, 10. 177-180.
26. Cemen, P. B. (1987). The nature of mathematics anxiety. Stillwater, OK: Oklahoma State Universit y. (ERIC Document Reproduction Service No. ED 287 729)
27. Chang, M. K. (1986). Test anxiety and academic achievement. Paper presented at the Second Regional Conference on University Teach ing, Las Cruces, NM. (ER[C Document Reproduction Service No. Ed 267 (18)
28. Conners, C. K. (1994). Conners ' Continuous Performance Test. North Tonawanda, NY: Multi­ Health Systems.
29. Cu ller, R. E., & Holahan, C. J. (1980). Test anxiety and academic performance: The effects of study-related behaviors. Journal of Educational Psychology, 72, 16-20.
30. Culp, M. (1995. Winter/Spring). Us ing the MBTI to increase the chances that students will succeed in the two-year coll ege. Eleven Update, Quarterly Newsletter of Division 11, American College Counseling Association, 3-7.
31. Delfenbacher, J. L. (1980). Worry and emotionality in test anxiety. In 1. G. Sarason (Ed.), Test anxiety: Theory, research, and applications (pp. 11 1-128). Hill sdale, NJ: Erlbaum.
32. Deffenbacher, J. L., & Hazeleus, S.L. (1985). Cognitive, em otionaL and physiological components of test anxiety. Cognitive Therapy and Research, 9, 169-180.
33. Dendato, K. M., & Deiner, D. (1986). Effectiveness of cognitive/relaxation therapy and study skills training in reducing self-reported anxiety and improving the academic performance of test-anxious students. Journal of Counseling Psychology, 33, 131-135.
34. Derogatis, L. R. (1975). Symptom Checklist 90-Revised. Minneapolis, MN: National Computer Systems.
35. Deshler, D. D., & Schumaker, J.B. (1986). Learning strategies: An instructional alternative for low-achieving adolescents. Exceptional Children, 52, 583-590.
36. Deshler, D. O" Schumaker. J. Boo & Lenz, K. (1984). Academic and cognitive interventions for LD adolescents: Pan 1. Journal of Learning Disabilities, 17, 108-11 7.
37. Desiderato, O., & Koskinen, P. (1969). Anxiety, study habits and academic achievement. Journal of Counseling Psychology, 16, 162-165 .
38. Dole, A. A., Rockey, P. B., & DiTomasso, R. (1983). Meta-analysis of outcome research in reducing test anxiety: Interventions, rigor and inertia. Paper p resented at the meeting of the American Educational Research Association, MontreaL Canada. (ERIC Docu-m ent Reproduction Service No. Ed 231 844)
39. Ellis, D. (1991). Becoming a master student (6th ed). Rapid City, SD: College Survival.
40. Ellis, D. (1994). Becoming a master student (7th ed). Boston: Houghton Mifflin.
41. EsquiveL L. (1989). Like water for chocolate. New York: Anchor.
42. Greenberg, L. M. (1993). Test of Variables of Attention. Los Alamitos, CA: Universal Attention Disorders.
43. Grossman, F. J. (1993). Facing the affective domain: Finding the learner lost in fear. Journal of College Reading & Learning, 25(2), 50-57.
44. Groening, M. (1982). School is hell. New York: Pantheon.
45. Grover. P. L., & Tessier. K. E. (1978). Diagnosis and treatment of academic frustration syndrome. Journal of Medical Education, 53(9), 734-740.
46. Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill.
47. Hathaway, S. R., McKinley, J.C., & Butcher J. N. (1990). Minnesota Multiphasic Personality Inventory II. Minneapolis, MN: University of Minnesota Press.
48. Head, J. Q., & Lindsey, J. D. (1983). Anxiety and the university student: A brief review of the professional literature. College Student Journal, 17(2), 176-182.
49. Henderson, C. (1995). College freshmen with disabilities; A triennial statistical profile. Washington, DC: HEATH Resource Center/American Council on Education
50. Henderson, C. (1996). Profile of 1996 college freshmen with disabilities. Washington, DC: HEATH Resource Center/American Council on Education
51. Herring, R. (l997). Counseling indigenous American youth. In C. C. Lee (Ed.), Multicultural issues in counseling; New approaches to diversity (pp. 53-70). Alexandria, VA: American Counseling Association.
52. Heyward, S.M. (1993). Students' rights and responsibilities. In S. Kroeger & J. Schuck (Eds.), Responding to disability issues in student affairs; New directions in student affairs (Vol. 64, pp 17-30). San Francisco: Jossey-Bass.
53. Higbee, J. L., & DwinelL D. L. (1990). Factors related to the academic success of high risk freshman: Three case studies. College Student Journal, 24(2), 380-386.
54. Higher Education Research Institute. (1998). The American freshman. National norms for 1998. Los Angeles: Higher Education Research Institute.
55. Hollandsworth, J. G., Jr., Glazeski, R. c., Kirkland, K., Jones, G. E., & Van Norman, L. R. (1979). An analysis of the nature and effects of test anxiety: Cognitive, behavioral and physiological components. Cognitive Therapy and Research, 3, 165-180.
56. Holroyd, K. A., & Appel, M. A. (l980). Test anxiety and p h ys io logical responding. In 1. G. Sarason (Ed.), Test anxiety: Theory, research, and applications (pp. 129-151). Hillsdale, NJ: Erlba um.
57. Jacobson, E. O. (1964). Anxiety and tension control. Philadelphia: Lippincott.
58. Jarrow, J. E, (1997). AHEAD guidelines for documentation of LD, Columbus, OH: Association on Higher Educati on and Disability.
59. Johnson, D. J " & Myklebust. H. R. (1971). Learning disabilities. New York: Grune & Stratton
60. Johnson, L. D, (1994), Useful questions to achieve focus, Unpublished manuscript.
61. Karlsen, B., & Gardner, E. F, (1986), Adult Basic Learning Exams. San Antonio, TX: The Psychological Corporation/Harcourt Brace & Company
62. Kalsbeck, D. (1987). Campus retention: The MBT! in instructio na l self-studies, In J. A. Povost & S, Anchors (Eds.), Application of the Myers-Briggs Type Indicator in higher education (pp. 31-64). Palo Alto, CA: Consulting Psychologists Press.
63. Keirsey, D" & Bates, M, (1978), Please understand me: Character and temperament types, Del Mar, CA: Prometheus Nemesis Books.
64. Kolb, D, (1985). Learning style inventory, Boston: McBer a nd Company.
65. Kroeger, S,' & Schuck, J. (1993). New directions for student services: Responding to disability issues in student affairs, San Fransisco: Jossey-Bass
66. Kulik, C. C., Kulik, J. A., & Shwalb, B. J. (1983). College programs for high risk and disadvantaged students: A meta-analysis of findings. Review of Educational Research, 53, 397-414.
67. Lakein, H. (1973). Get control of your time and your life. New York: Signet/New American Library.
68. Lawrence, G. (1979). People types and tiger stripes. Gainesville, FL: Center for Application of Psychological Type.
69. Lent, R. W., & Russel. R. K. (1978). Treatment of test anxiety by cue-controlled desensitization and study-skills training. Journal of Counseling Psychology, 25, 217-224.
70. Liebert, R. M., Rubin, N., & Hilgard, E. (1976). The effect of suggestions of alertness in hypnosis on paired-associate learning. Journal of Personality, 33, 605-612.
71. Mandel. H. P., & Marcus, S. Q. (1988). The psychology of underachievement. New York: Wiley.
72. Mangrum, C. T., & Strichart, S. S. (1984). College and the learning disabled student. Orlando, FL: Grune & Stratton.
73. Matheny, K. B., Aycock, D. W., Pugh, J. L., & Curlette, W. L. (1986). Stress coping: A qualitative and quantitative synthesis with implications for treatment. The Counseling Psychologist, 14(4), 499-549.
74. Matte, N. L., & Henderson, S. H. G. (1995). Success your style: Right & left brain techniques for learning. Belmont, CA: Wadsworth.
75. McKeachie, W. J. (1984). Does anxiety disrupt information processing or does poor information processing lead to anxiety? International Review of Applied Psychology, 33, 187-203.
76. Mealy, D. L. (1990, May). Understanding the motivation problems of at-risk college students. Journal of Reading, 598-601.
77. Meerson, S., Krikes, P., Bennett, H., Meyer, N., & Nimoy, L. (1986). Star Trek IV: The Voyage Home. Los Angeles: Paramount Pictures.
78. Millon, T. (1987). Millon Clinical Multiaxial Inventory II. Minneapolis, MN: National Computer Systems.
79. Milne, A. A. (1928). The house at pooh corner. New York: Dell.
80. Montague, M., & Bos, C. S. (1986). The effects of cognitive strategy training on verbal math problem solving performance of learning disabled adolescents. Journal of Learning Disabilities, 19, 26-33.
81. Morrison, J. R., & Stewart, M. A. (1971). A family study of the hyperactive child syndrome. Biological Psychiatry, 3, 189-195.
82. Mueller, J. H. (1980). Test anxiety and the encoding and retrieval of information. In I. Sarason (Ed.), Test anxiety: Theory, research and applications (pp. 63-86). Hillsdale, NJ: Erlbaum.
83. Munz, D., & Smouse, A. (1968). Interaction effects of item-difficulty sequences and achievement-anxiety reduction on academic performance. Journal of Educational Psychology, 5, 370-374.
84. Myers, I. B. (1975). The Myers-Briggs Type Indicator: Manual. Palo Alto CA: Consulting Psychologists Press.
85. Myers, I. B. (1980). Gifts differing. Palo Alto, CA: Consulting Psychologists Press.
86. Myers, I.B., & McCaulley, M. H. (1985). Manual: A guide to the development and use of the Myers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologists Press.
87. Myers, I. B., McCaulley, M. H., Quenk, N. L., & Hammer, A. L. (1998). MBT! Manual. A guide to the develoment and use of the Myers-Briggs Type Indicator (3rd Ed.) Palo Alto, CA: Consulting Psychologists Press.
88. Myklebust. H. R. (1975). Non-verbal learning disabilities: Assessment and intervention. In H. R. Myklebust (Ed.), Progress in learning disabilities (Vol. 3, pp. 85-12 1). New York: Grune & Stratton.
89. Naveh-Benjamin, M., McKeachie, W. J., & Lin, Y. (1987). Two types of test anxious students: Support for an information processing model. Journal of Educational Psychology, 79(2), 131-136.
90. Noble, K. E. (1995). The international education quotations encyclopedia. Buckingham (UK): Open University Press.
91. Ottens, A. J. (1984). Coping with academic anxiety. New York: Rosen.
92. Pauk, W. (1989). How to study in college (4th Ed.). Boston: Houghton Mifflin
93. Pauk, W. (1993). How to study in college (5th Ed.). Boston: Houghton Mifflin.
94. Piaget, J. (1950). The psychology of intelligence. London: Routledge and Kegan Paul.
95. Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Development, 15, 1-12.
96. Premack, D. (1959). Toward empirical behavior la ws I. Psychological Review, 66. 219-233.
97. Presley, C. A., Meilman, P. W., Cashin, J. R., & Lyerla, R. (1996). Alcohol and drugs on American college campuses: Use, consequences, and perceptions of the campus environment (Vol. lit pp. 1991-2003). Carbondale, IL: Core Institute.
98. Provost, J. A., & Anchors, S. (1987). Application of the Myers-Briggs Type Indicator in higher education. Palo Alto, CA: Consulting Psychologists Press.
99. Rehabilitation Act of 1973. Pub. L. No. 93-112, 87 stat. 335.
100. Rivers, D., & Smith, T. E. C. (1988). Traditional eligibility criteria for identifying students as specific learning disabled. Journal of Learning Disabilities, 21.642-643.
101. Robyak, J. E., & Downey, R. G. (1979). A discriminant analysis of the study skills and personality types of underachieving and non-underachieving study skills students. Journal of College Student Personnel, 20(4), 306-309.
102. Roosevelt, E. (1960). You learn by living. New York: Harper.
103. Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, I (609).
104. Rugierro, V. R. (1989). Critical thinking. Rapid City, SD: College Survival.
105. Russell, R. K., & Petrie, T. A. (1992). Academic adjustment of college students: Assessment and counseling. In S. D. Brown, & R. W. Lent (Eds.), Handbook of counseling psychology (pp. 485-511). New York: Wiley.
106. Sarason, I. G. (Ed.). (1980). Test anxiety: Theory, research and applications. Hill sdale, NJ: Erlbaum.
107. Schoenfield, A. H. (1983). Beyond th e purely cognitive: Belief system s, social conditions and metacognitions as driving forces in intellectual performance. Cognitive Science, 7(4), 329-363.
108. Schumaker, J. B., Deshler, D. D., Alley, G. R., Warner, M. M., & Denton, P. H. (1982). Multi-pass: A learning strategy for improving reading comprehension. Learning Disability Quarterly, 5, 295-304.
109. Scott, S. (1994). Determining reasonable academic adjustments for college students with learning disabilities. Journal of Learning Disabilities, 27, 403-412.
110. Scott, S. (1997). Accommodating college students with learning disabilities: How much is enough? Innovative Higher Education, 22, 85-99.
111. Semrud-Clikeman, M., & Hynd, G. W. (1991). Specific nonverbal and social-skills deficits in children with learning disabilities. In J. E. Obrzut & G. W. Hynd (Eds.), Neuropsychological foundations of learning disabilities: A handbook of issues, methods and practice (pp. 603-629). San Diego, CA: Academic Press.
112. Speilberger, C. D., Anton, W. D., & Bedell, J. (1976). The nature and treatment of test anxiety. In M. Zuckerman & c. D. Speilberger (Eds.), Emotions and anxiety: New concepts, methods and applications (pp. 317-345). Hillsdale, NJ: Erlbaum.
113. Strati, M. L. (1988). College Student Inventory. Iowa City, IA: Noel-Levitz.
114. Sue, D. W., & Sue, D. (1990). Counseling the culturally different (2nd Ed.). New York: Wiley.
115. Tobias, S. (1977). A model for research in the effect of anxiety on instruction. In J. Sieber, H. F. O'Neil, Jr., & S. Tobias (Eds.). Anxiety, learning and instruction (Chapter 9, p. 265). Hillsdale, NJ: Erlbaum.
116. Towle, N. & MerrilL P. (1975). Effects of anxiety type and item-difficulty sequencing on mathematics test performance. Journal of Educational Measurement, 12, 241-249.
117. Tryon, G. S. (1980). The measurement and treatment of test anxiety. Review of Educational Research, 50, 343-372.
118. Van, B. (1992). The MBT!: Implications for retention. Journal of Developmental Education, 16(1),20-25.
119. VogeL S. A., & Adelman, P. B. (1992). The success of college students with learning disabilities: Factors related to educational attainment. Journal of Learning Disabilities, 25, 430-44l.
120. Wark, D. (1994). Tha class by itself-Hypnosis in education (March 12, 1994). Paper presented at the meeting of the American Society of Clinical Hypnosis, Philadelphia.
121. Wark, D., & LaPlante. P. M. (1991). Reading in alert trance: Effects on comprehension. HYPNOS, 18(2). 90-97.
122. Wechsler, D. (1997). Wechsler Adult Intelligence Scale-Third Edition (WAIS III). San Antonio, TX: The Psychological Corporation/Harcourt Brace & Company.
123. Weiner, B. (1977). Motivation. In B. Weiner, W. Runquist. P. Runquist. B. Raven, W. Meyer, A. Lerman, C. Kutscher, B. Kleinmuntz, & R. Haber (Eds.), Discovering psychology (pp. 389-413). Chicago: Science Research Associates.
124. Weiner B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71 (1), 3-25.
125. Weiner, B., & Kukla, A. (1970). An attributional analysis of achievement motivation. Journal of Personality and Social Psychology, 15, 1-20.
126. Weinsheimer, J. (1993). Turning point. Belmont. CA: Wadsworth.
127. Weinstein, C. E. (1987). LASSI user's manual. Clearwater, FL: H & H Publishing.
128. Weinstein, C. E., Palmer, D.R . & Schulte, A.C. (1987). Learning and study strategies inventory. Clearwater, FL: H & H Publishing.
129. Weiss, G., & Hechtman, L.T. (1993). Hyperactive children grown up: ADHD in children, adolescents and adults. New York: Guilford.
130. Wender. P. H. (1990). Attention-deficit hyperactivity disorder in adolescents and adults. In B. D. Garfinkle, G. A. Carlson, & E. B. Weller (Eds.), Psychiatric disorders in children and adolescents (pp. 183-190). Philadelphia: Harcourt, Brace, Jovanovich.
131. Wender, P.H., RosenthaL D., & Kety, S. S. (1968). Psychiatric assessment of adoptive parents of schizophrenics. In D. Rosenthal & S. S. Kety (Eds.), The transmission of schizophrenia. New York: Pergamon Press.
132. Wilbers, S., (1994). Personal communication.
133. Williams, J. M., Decker, T. W., & Libassi, A. (1983). The impact of stress management training on the academic performance of low-achieving college students. Journal of College Student Personnel, 24, 491-494.
134. Williams, W. M., & Ceci, S. J. (1999, August 6). Accommodating learning disabilities can bestow unfair advantages. Chronicle of Higher Education, 45, 48.
135. Wilson, S. B. Mason, T. W., & Ewing, M. J. M. (1997). Evaluating the impact of receiving university-based counseling services on student retention. Journal of Counseling Psy-chology, 44(3), 316-320.
136. Wittmaier, B. (1972). Test anxiety and study habits. Journal of Educational Research, 65, 852-854.
137. Wlazelek, B. G., & Coulter, L. P. (1999). The role of counseling services for students in academic jeopardy: A preliminary study. Journal of College Counseling, 2(I). 33-41.
138. Wolpe, J. (1958). Psychotherapy by reciprocal inhibition. Stanford, CA: Stanford University Press.
139. Wolpe, J. & Lazarus A (1966). Behavior therapy techniques. Long Island City, NY: Pergamon Press.
140. Woodcock, R. W . McGnew, K. S., & Mather, N. (2000). Woodco ck-Johnson III Complete Battery. itasca, IL: The Riverside Publishing Company.
141. Woolfolk, A. E. (1993). Educational psychology. Needham Heights, MA: Allyn.