Academic self-management counselling: Preliminary evidence for the importance of learned resourcefulness on program success

The present study was designed to examine the importance of learned resourcefulness skills as measured by Rosenbaum's Self-Control Schedule (SCS) to perseverance in an academic self-management program. As predicted, students who dropped out of the self-management program scored low on Rosenbaum's SCS; that is, they had a limited repertoire of general learned resourcefulness skills. However, both the high and the low resourceful students completing the self-management program implemented the self-management strategies they were taught, and expected and obtained comparable final grades. The possible long-term gains of high resourceful versus low resourceful students received from the program are discussed.