Wellness among Undergraduate Students on Academic Probation: Implications for College Counselors.

This study examined levels of wellness among 403 undergraduate students on academic probation. Total wellness, 5 secondary categories of wellness, and 17 third-level categories of wellness are reported within this article. In addition, this study offers norm-group comparisons and demographic influences of wellness in regard to undergraduate students on academic probation. The results indicate that individuals on academic probation achieved higher levels of wellness in several areas of wellness than did the norm-group population. Keywords: wellness, academic issues, college counseling ********** Over the past 2 decades, health officials have encouraged healthy behaviors among U.S. citizens (Gieck & Olsen, 2007), a priority shared by college campuses nationwide (LaFountaine, Neisen, & Parsons, 2006). Although numerous authors have stressed the need for campus wellness programs, few studies exist that examine student wellness (Myers & Mobley, 2004). In addition, studies that have examined wellness among college students either have limited their scope of investigation to specific academic difficulties that students face (Isaak, Graves, & Mayers, 2006) or have simply compared wellness differences among traditional and nontraditional students (Myers & Mobley, 2004). Furthermore, and most relevant to the current study, no literature pertaining to the wellness of college students in academic jeopardy currently exists. Considering that students in academic peril make up a large percentage of the college student body, this lack of research is surprising. A study by Tovar and Simon (2006) found that up to 35% of first-time freshmen were on academic probation after their first semester at a large, urban, public community college. Furthermore, the proportion of freshmen in academic jeopardy after their first semester may be on the rise. Specifically, Kamphoff, Hutson, Amundsen, and Atwood (2007) pointed out that "the door to college is open for increasing numbers of students for whom adapting to college may be a great challenge" (p. 397). Thus, to prevent and remediate academic difficulties, college counselors should discuss the adaptation factors of wellness and their effect on academic success with students. Also needed are studies that examine the relationship between wellness and poor academic performance. Although these specific needs (e.g., the need for research in relation to the adjustment factors of wellness seen with first-time college students and the factors' relationship with academic success) demonstrate gaps in the counseling literature, previous studies have identified numerous factors that lead to an increased likelihood that students will either end up on academic probation or prematurely terminate enrollment in college (Isaak et ah, 2006; Smith & Winterbottom, 1970). Along these lines, Smith and Winterbottom (1970) found that less intrinsic motivation, poor academic preparation and adjustment, difficulties adjusting to college life, and unrealistic expectations are all common factors among students on academic probation. Furthermore, students on academic probation were shown to have lower social skills (Coleman & Freedman, 1996), weaker social networks (Maxwell, 1979), less definite goals (Olson, 1990), and more financial difficulties (Dunwoody & Frank, 1995) and to be less trusting, less ethical, and more anxious (Call, Hendricks, & Jones, 1990) than students in good standing. Thus, identifying wellness factors related to previously identified issues contributing to academic difficulties may provide a more complete understanding of the underlying determinants affecting college students who are struggling academically. Although identifying personality characteristics and common difficulties among students on probation is an excellent starting point, a more holistic view of personal factors must be understood before effective interventions can be developed. …