Evaluating the impact of receiving university-based counseling services on student retention.

Abstract

The academic records of 562 students who had requested counseling for personal concerns during a 1-year period were examined after a 2-year interval to determine academic outcome. Analyses showed that students receiving counseling enjoyed a retention advantage relative to noncounseled students. Results of a probit analysis showed a positive, negatively accelerating dose-response relationship between number of counseling sessions and student retention.