Abstract
Counselor judgment regarding the appropriateness of student curricular choice and the strength of counselor commitment to that judgment were related to student persistence in college. Students who failed to change curricula when the counselor felt such change was indicated remained at the University a fewer number of terms than any of the other groups studied. Sex of student and strength of counselor judgment regarding curricular choice were also significantly related to persistence, although strength of counselor judgment regarding curricula choice was best treated as moderating the relationship between student behavior in relation to counselor judgment and academic performance. Results were discussed in terms of objectives and procedures of counseling with respect to academic performance.
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