Meta-analysis was applied to study the empirical research from 1990-2007 regarding the effectiveness of the dating violence prevention programs in middle and high schools on students' knowledge and attitudes. The results show that overall the program participants improved their knowledge and attitudes towards dating violence. Implications for research and intervention programs were discussed.

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SAT scores and noncognitive factors (acquired knowledge in a field, community service, positive self‐concept, and preference for long‐term goals) were found to be related to academic performance and persistence among 1st‐year NCAA Division I student athletes (N = 109). Implications for college counselors and future research directions are discussed.

College campuses in the southeast United States are striving to understand and serve their newly arriving Latino students to promote adjustment and academic success. The purpose of this article is to outline the cultural components of academic and social integration of Latino college students at one southeastern campus, based on descriptive survey results. Participant responses reflected relatively smooth academic integration but some complications in the social/cultural areas. Implications for student affairs professionals are discussed.Resumen: Campos universitarios en el sureste de los EUA están motivados a entender y servir sus estudiantes latinos recientemente llegados para promover ajuste y éxito académico. El propósito de este artículo es el de delinear los componentes culturales de la integración social y académica de estudiantes universitarios latinos en una universidad del sureste basados en resultados de una encuesta descriptiva. Las respuestas de los participantes reflejaron una integración académica relativamente plana pero con algunas complicaciones en las áreas socio-culturales. Se discuten implicaciones para profesionales de servicio a universitarios.

This article reports an evaluation of a group intervention for academically high-risk students. The Excellence-Commitment-and-Effective-Learning (ExCEL) program was developed using Sedlacek's noncognitive model for employing cognitive and noncognitive strategies in a group. Eleven academically high-risk freshmen in a public Midwestern university participated. The results show that participation in the group appears to have enhanced the students' academic performances and study skills.