2007
DOI: 10.2190/9652-8543-3428-1j06
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A Motivational/Empowerment Model Applied to Students on Academic Probation

Abstract: This article outlines a motivational/empowerment model for students on academic probation implemented at The University of North Carolina Greensboro (UNCG). The model draws from several theoretical orientations, and includes individual and group interaction as well as discussion in four key topic areas: personal responsibility, positive affirmations, goal setting/life planning, and self-management. Since implementation, the percentage of UNCG students eligible to return to the institution after being placed on… Show more

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Cited by 23 publications
(20 citation statements)
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“…For example, at the University of North Carolina at Greensboro (UNCG), students on academic probation receive assistance through a motivational and empowerment model incorporated into appreciative advising (Kamphoff, Hutson, Amundsen, & Atwood, 2007). Through the UNCG Strategies for Academic Success program, advisors utilize positive affirmations rooted in appreciative advising with an emphasis on goal setting as described in the dream phase.…”
Section: Appreciative Advising In Higher Educationmentioning
confidence: 99%
See 2 more Smart Citations
“…For example, at the University of North Carolina at Greensboro (UNCG), students on academic probation receive assistance through a motivational and empowerment model incorporated into appreciative advising (Kamphoff, Hutson, Amundsen, & Atwood, 2007). Through the UNCG Strategies for Academic Success program, advisors utilize positive affirmations rooted in appreciative advising with an emphasis on goal setting as described in the dream phase.…”
Section: Appreciative Advising In Higher Educationmentioning
confidence: 99%
“…Through the UNCG Strategies for Academic Success program, advisors utilize positive affirmations rooted in appreciative advising with an emphasis on goal setting as described in the dream phase. The program supports retention and student success while improving the overall academic experience (Kamphoff et al, 2007). When the model was first implemented, the percentage of UNCG students eligible to return to the institution after being placed on academic probation increased from 40 to 58% over a 4-year period (Kamphoff et al, 2007).…”
Section: Appreciative Advising In Higher Educationmentioning
confidence: 99%
See 1 more Smart Citation
“…Furthermore, the proportion of freshmen in academic jeopardy after their first semester may be on the rise. Specifically, Kamphoff, Hutson, Amundsen, and Atwood () pointed out that “the door to college is open for increasing numbers of students for whom adapting to college may be a great challenge” (p. 397). Thus, to prevent and remediate academic difficulties, college counselors should discuss the adaptation factors of wellness and their effect on academic success with students.…”
mentioning
confidence: 99%
“…Consequently, these students lose their motivation to continue or have issues due to their external locus of control and become at risk of being dismissed from their institution(s). Although a student's cognitive abilities such as testing and academics can be a huge determining factor of why they are failing, issues from a student's non-cognitive abilities have been known to negatively affect student persistence (Arcand & LeBlanc, 2012;Sommerfeld, 2011;Gore, 2010;Kamphoff et al, 2007;Isaak, Graves & Mayers, 2007;Tovar & Simon, 2006). These non-cognitive abilities often include a student's motivation, adjustment or transition to college life, academic, professional and personal behaviors, and attitudes that are distinctive from the traditional quantitative areas measurements of ability or achievement tests (Sommerfeld, 2011;Gore, 2010;Isaak, Graves & Mayers, 2007).…”
Section: Chapter Two: Literature Reviewmentioning
confidence: 99%