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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.
Wilson et al. (Tue,) studied this question.