This research project endeavored to assess the effectiveness of a new model of group intervention in initiating a peer self-help support group among high risk community college students. It additionally investigated the correlation between participation in the support group and academic performance (as demonstrated both by course completion rate and quality point average), retention, (as indicated by continuation at the college), self concept (as measured on the Tennessee Self Concept Scale), and focus of support seeking behavior (school or non-school focused). High risk students were identified on the basis of non-satisfactory academic performance during the Spring Semester 1980. Participants in the research were actively recruited during the following summer months. Through a convoluted process dependent upon volunteers a final N of 28 was achieved. Difficulties in scheduling group members brought about a loss in randomnization and subsequent expansion of the project to be both quantitative and qualitative (inclusive of a group case study chapter). The project sought to utilize the growing body of information arising from self-help groups, peer counseling models and group psychotherapy to bring about personal change which would enable members to focus more clearly upon their academic goals and the academic milieu. An extensive review of the literature became the foundation of the Students Helping Students Succeed model. The model intervention initially was structured and leader focused and later was unstructured and group focused. A basic format was instituted involving five major components, (1) success recognition, (2) support reporting, (3) didactic instruction, (4) sharing and solving individual concerns, and (5) goal setting. The statistical and case study data generated found no general correlation between participation and improved academic performance, or increased retention. However, among students with adequate reading skills significant improvement did occur. Findings concerning self concept levels found significant improvement on six of the eight subscales studied. Members' self concepts scores showed a marked improvement on scales measuring personal identity, self-satisfaction, and personal behavior as well as perception of moral-ethical self, personal self and family self. Additionally, the global self concept score also increased notably. Though not backed by statistical data, the amount of support activity focused on the college community increased through the course of the group intervention and is observed in Chapter V. Additionally, the direction of support activity changed significantly. Members experienced a significant increase in the amount of support they received from others as the group proceeded. The project was successful in the initiation of a peer self-help support group which positively impacted self concept and support activity of experimental group members. It further succeeded in improving the academic performance of members with adequate basic skills. Additional research in the field of self-help support systems with high risk students is strongly encouraged.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-6095 |
| Date | 01 January 1981 |
| Creators | ROSS, ROBERT GARY |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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