Abstract
AbstractThis study examined the influence of several intellective and non-intellective variables on the persistence of college students from educationally disadvantaging environments who participated in a special advisement program. Academic aptitude appears to account for the success of persisting women whereas the greater use of counseling resources distinguishes the persisting men. Neither achievement motivation as assessed through sentence-completion responses nor high school achievement seem to be associated with persistence in the sample studied. Further research is needed to explore the hypothesis of cultural conformity suggested by the data and to determine the extent to which counseling can contribute to the scholastic success of culturally different students.
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