The problem of this study was to investigate the effects of motivational group techniques upon selected personality and behavioral variables. Particular emphasis was placed upon changes in personality and behavior with respect to freshmen college students.

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2005. / Title from PDF title page screen. Includes bibliographical references (p. 100-125)

"The purpose of this paper is to construct a picture of group guidance as it appears today in theory and practice. The paper also reviews results of certain recent research in the field of group dynamics which might contribute techniques useful in group guidance activities at the high school level"--Introduction. / Typescript. / "January, 1956." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Stewart Murray, Professor Directing Paper. / Includes bibliographical references (leaves 22-24).

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No description available.

The problem of this study was to measure attitudinal and personality changes that took place in junior college counselors as a result of a short-term group counseling institute.

The primary purpose of the present investigation was to capitalise on recent advances in peer support and self-concept research to rigorously test the impact of different types of peer support interventions on multiple dimensions of self-concept and peer support by employing a construct validityapproach to the study of intervention effects. More specifically, the research aimed to: (1) conduct a meta-analysis to synthesise and critically analyse the current research literature, to elucidate the impact of academically–orientated peer tutoring interventions on tutees’ academic outcomes and self-concepts; (2) identify psychometrically sound self-concept and social support instruments for use with evaluating secondary school peer support interventions; and (3) test the impact of researcher-devised academically-orientated and socially-orientated peer support interventions administered to Australian and Chinese students on specific facets of self-concept and perceived peer support. The findings have important implications that peer support interventions have the potential to make a significant contribution to schools’ efforts to orchestrate positive academic and social outcomes in multiple domains of self-concept and peer support. The results also support the usefulness of employing a construct validity approach to the study of intervention effects and the self-concept theory and research on which this is based. They advance our understanding of the factor structure of self-concept for Chinese and Australian secondary students; the differential positive impact of academically-orientated and socially-orientated peer support interventions on self-concept; and provide strong empirical evidence to identify features of peer support intervention design that will produce optimal effectiveness and therefore serve to inform theory, research, and practice. / Doctor of Philosophy (PhD)

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 126-136). Also available via the Internet.

Thesis (M.A.)--Kutztown University of Pennsylvania, 1986. / Source: Masters Abstracts International, Volume: 45-06, page: 2776. Typescript. Abstract precedes thesis as preliminary leaves [1-2]. Includes bibliographical references (leaves 102-109).

The problem of this study was to determine the effectiveness of short-term group guidance in improving the academic achievement of transfer students admitted to North Texas State University on scholastic probation. In addition to the primary problem, an analysis was made of the differences in changes in certain psychological needs, as measured by the Edwards Personal Preference Schedule, between academically successful and unsuccessful students. Changes in these psychological needs were determined for students who participated in group guidance sessions and compared with changes made by a group of students who did not participate in group guidance. The relationship between these need changes and grade-point average was studied for these students. A comparison of the number of drop-outs was made between students who participated in group guidance sessions and students who did not participate.