A group counseling model based on an analysis of study characteristics and personality adjustments of low achieving, normal achieving and high achieving students

• Main Author: Rico, Lily Ann G.
• Format: text
• Language: English
• Published: Animo Repository 1976
• Subjects: Group guidance in education; Personality and academic achievement; Counseling
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/390
• Institution: De La Salle University

This study aims to describe the low achievers, normal achievers, and high achievers in terms of their mental ability, study characteristics, and personality adjustments. It also aims to determine the relationship of academic performance and mental ability to study characteristics and personality adjustments as measured by the SSHA and CTP, among the three groups of students. The subjects of this study included 23 low achievers, 90 normal achievers, and 24 high achievers. The instruments used in this study were the Otis Self-Administering Test of Mental Ability (OSATMA), the Brown-Hotlzman Survey of Study Habits and Attitudes (SSHA), and the California Test of Personality. To determine the relationship between IQ and the different factors in adjustment and study habits and attitudes, and between GPA and the same set of factors, the Pearson product moment correlation was used. The data obtained revealed that among low achievers, there was no significant relationship between mental ability and all the study characteristics, as well as all the personality adjustment factors, except the factors on social skills and community relations. Moreover, there was no significant mean difference between low achievers and normal achievers in their study characteristics and personality adjustments, excluding social adjustments, social skills, family relations, and community relations where significant mean differences were noted. Among the normal achievers it was found that there was a significant relationship between mental ability, study characteristics, and personality adjustments. The findings also revealed that there was no significant mean difference between normal achievers and high achievers in all the study characteristics and personality adjustments. Among the high achievers, data revealed non-significant relationship between mental ability and study characteristics, and personality adjustments except in the social standards factor. It was concluded that there were no significant differences between means in terms of study habits and attitudes between normal achievers and low achievers and between high achievers and normal achievers. High achievers showed better study habits and attitudes than low achievers while normal achievers had better social adjustments, social skills, family relations, and community relations than low achievers. There was no significant difference between means in terms of personality adjustments between high achievers and normal achievers. Also, high achievers showed better personality adjustments than low achievers in terms of total adjustments, sense of personal worth and freedom, social skills, and family, school and community relations. It was further concluded that the guidance activity that could enhance appropriate study habits, attitudes, and personality adjustments was group counseling.