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Effects of a Cognitive-Behavioral Intervention on the Motivation, Volition, and Achievement of Academically Underprepared College Students.

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Trawick, LaVergne – 1992

This study involved the development and preliminary assessment of an intervention derived from contemporary social-cognitive theory to train academically underprepared college students in academic volitional control strategies, as implied by theory and research on volition and research on academic self-regulation. In this pre-post comparison…

Descriptors: Academic Achievement, Behavioral Science Research, Cognitive Processes, Community Colleges