Abstract

Student affairs professionals seek innovative methods to enhance academic achievement for students. A recent study highlighted the need to bridge student development work with course curricula (Kilpatrick, Stant, Downes, & Gaither, 2008). This study also linked the importance of nonacademic cognitive variables, such as locus of control, to academic success. Group work in particular has been shown to promote academic achievement (Wegge, 2000). Counselors provide academic support groups and consult to apply group work in these settings. A solution-focused goal-setting group demonstrates a dynamic example of an academic support group that is interactive, student-focused, and useful in improving academic skills related to self-regulated learning.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 586-595
Launched on MUSE
2012-07-31
Open Access
No
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