For this study, we examined the relationship between counseling experience and college students' academic performance and retention in a sample of 10,009 college freshmen and transfer students. The results indicated that counseling experience is significantly associated with student retention: students receiving counseling services were more likely to stay enrolled in school. However, counseling experience was not related to academic performance when controlling for precollege academic performance (i.e., high school GPA, and verbal and math SAT scores). In addition, students seeking both individual and group counseling showed better academic performance than the students who received other service types.

This study examined the reliability and validity of a Korean-translated version of the Gifted Rating Scales–School Form (GRS-S) and explored the effect of gender, rater, and grade. Data were collected from elementary schools in a metropolitan area and a midsize town in South Korea. In all, 49 elementary school teachers and 272 parents participated in the study; 257 students were independently rated on the GRS-S by teachers and parents. Results indicate high reliability for both teacher and parent ratings and substantial correlations with students' school performance. Results reveal no effect of rater or grade on any of the scales and small but significant differences in favor of females on four of the six GRS-S scales rated by teachers and five of the six scales rated by parents. The study provides preliminary support for a translated version of the GRS-S with elementary students in Korea.

using multigroup confirmatory factor analysis. A total of 1,817 students were rated by 287 teachers using either translated versions of GRS-S or the original English GRS-S. Results indicate a similar factor structure for the GRS-S across the five locations; six factors with each of the 72 items equivalently loaded to the same latent variable across groups. The metric invariance test and the factor variance and covariance invariance tests reveal that the patterns of factor loadings and the factor variances and covariances are invariant across the five groups. Moreover, the scalar invariance test indicates that item means are equivalent across the groups. These results suggest that the GRS-S has intercultural utility and can be similarly interpreted. Implications and limitations of the present research for gifted identification are discussed.

This study examined the reliability and validity of the scores of a Chinese-translated version of the Gifted Rating Scales–School Form (GRS-S) using parents as raters and explored the effects of gender and grade on the ratings. A total of 222 parents participated in the study and rated their child independently using the Chinese version of the Parent GRS-S (CVPGRS-S). Results indicate high reliability for parent rating scores and statistically significant correlations between CVPGRS-S scale scores and students' classroom academic achievement scores. The effect sizes of the relationships were moderate. Results revealed no statistically significant grade effect on any of the six CVPGRS-S scales; small but statistically significant differences in favor of females on the six CVPGRS-S scales were found. However, the effect size was small. Research results suggest that the Chinese-translated parent version of the GRS-S holds promise for use with Chinese parents.

The present study explored several layers of individual and contextual variables as related to collective self-esteem among 304 Asian-American college students. The findings suggested that variables, such as immigration generation status and cultural identification, were significantly associated with Private collective self-esteem (personal evaluation of one's ethnic group), while contextual variables, including number of same-ethnicity peers and community ethnic composition, were associated with Public collective self-esteem (judgment of how other people evaluate one's ethnic group). In addition to these variables, age and fluency of heritage language were positively related to Membership esteem (how worthy one feels as a member of one's ethnic group). For the Importance of identity (the importance of ethnic group membership to one's self-concept), cultural identification, number of same-ethnicity peers, and perceived campus climate were statistically significant. The implication of the present findings for future research is discussed.