Motivational level and response to academic encouragement among low-achieving college males

Investigated the relationship between academic achievement motivation and response to academic encouragement, using 2 different counseling letters. Ss were 150 male college freshmen who had received 1 or 2 failing grades in their 1st semester. Motivation was measured by Biggs' College Opinion Survey Questionnaire. No differences were found between the experimental letter groups and no-contact controls on either posttreatment GPA or on the number of helping sources contacted by the Ss. However, the high-motivation experimental Ss had significantly higher posttreatment GPAs and fewer "F" grades than low-motivation experimental Ss. There were no differences in posttreatment GPAs or number of "F" grades between high- and low-motivation controls. Implications for the role of the university counseling center in future attempts at helping low-achieving college students are discussed. (20 ref)