The Impact of Group Counseling on Academic Self-Efficacy and Motivation Among Korean University Students With Academic Warnings
This study examined the effectiveness of a group counseling program designed to support Korean university students (KUS) facing academic warnings. These students often navigate newfound independence amidst intense academic pressure, presenting significant challenges. The program, grounded in positiv...
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2025-07-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440251356079 |
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| author | Myung-Hwa Lee Myeung-Chan Kim Woo-Jae Lee Sun-Joung Leigh An |
| author_facet | Myung-Hwa Lee Myeung-Chan Kim Woo-Jae Lee Sun-Joung Leigh An |
| author_sort | Myung-Hwa Lee |
| collection | DOAJ |
| description | This study examined the effectiveness of a group counseling program designed to support Korean university students (KUS) facing academic warnings. These students often navigate newfound independence amidst intense academic pressure, presenting significant challenges. The program, grounded in positive psychology and Adlerian individual psychology, aimed to empower KUS by enhancing their academic self-efficacy and self-determined learning motivation. Forty KUS with academic warnings participated, randomly assigned to either an experimental group ( n = 20) or a control group ( n = 20). The 8-week intervention consisted of eight 120-min sessions focusing on character strengths development, reframing narratives to cultivate a growth mindset, and fostering intrinsic motivation. Assessments measured changes in academic self-efficacy, self-determined learning motivation, and GPA. Significant enhancements in academic self-efficacy ( p < .001) and self-determined learning motivation ( p < .001) were observed in the intervention group compared to the control group, indicating the program’s promise for KUS. The program equips students with essential tools to navigate academic challenges and enhance their confidence, motivation, and academic success. These findings imply the program’s effectiveness in empowering students facing academic challenges and underscore its potential to foster positive academic outcomes. Further research is needed to explore the long-term impact of the intervention and its applicability across diverse university settings. |
| format | Article |
| id | doaj-art-b0efa84cb8f842b98f159142929c7192 |
| institution | DOAJ |
| issn | 2158-2440 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj-art-b0efa84cb8f842b98f159142929c71922025-08-20T03:13:45ZengSAGE PublishingSAGE Open2158-24402025-07-011510.1177/21582440251356079The Impact of Group Counseling on Academic Self-Efficacy and Motivation Among Korean University Students With Academic WarningsMyung-Hwa Lee0Myeung-Chan Kim1Woo-Jae Lee2Sun-Joung Leigh An3SuSeong University, Daegu, Republic of KoreaInje University, Gimhae, GyeongSangNamDo, Republic of KoreaDong-A University, Busan, Republic of KoreaHOPE Parent Training Center, Seoul, Republic of KoreaThis study examined the effectiveness of a group counseling program designed to support Korean university students (KUS) facing academic warnings. These students often navigate newfound independence amidst intense academic pressure, presenting significant challenges. The program, grounded in positive psychology and Adlerian individual psychology, aimed to empower KUS by enhancing their academic self-efficacy and self-determined learning motivation. Forty KUS with academic warnings participated, randomly assigned to either an experimental group ( n = 20) or a control group ( n = 20). The 8-week intervention consisted of eight 120-min sessions focusing on character strengths development, reframing narratives to cultivate a growth mindset, and fostering intrinsic motivation. Assessments measured changes in academic self-efficacy, self-determined learning motivation, and GPA. Significant enhancements in academic self-efficacy ( p < .001) and self-determined learning motivation ( p < .001) were observed in the intervention group compared to the control group, indicating the program’s promise for KUS. The program equips students with essential tools to navigate academic challenges and enhance their confidence, motivation, and academic success. These findings imply the program’s effectiveness in empowering students facing academic challenges and underscore its potential to foster positive academic outcomes. Further research is needed to explore the long-term impact of the intervention and its applicability across diverse university settings.https://doi.org/10.1177/21582440251356079 |
| spellingShingle | Myung-Hwa Lee Myeung-Chan Kim Woo-Jae Lee Sun-Joung Leigh An The Impact of Group Counseling on Academic Self-Efficacy and Motivation Among Korean University Students With Academic Warnings SAGE Open |
| title | The Impact of Group Counseling on Academic Self-Efficacy and Motivation Among Korean University Students With Academic Warnings |
| title_full | The Impact of Group Counseling on Academic Self-Efficacy and Motivation Among Korean University Students With Academic Warnings |
| title_fullStr | The Impact of Group Counseling on Academic Self-Efficacy and Motivation Among Korean University Students With Academic Warnings |
| title_full_unstemmed | The Impact of Group Counseling on Academic Self-Efficacy and Motivation Among Korean University Students With Academic Warnings |
| title_short | The Impact of Group Counseling on Academic Self-Efficacy and Motivation Among Korean University Students With Academic Warnings |
| title_sort | impact of group counseling on academic self efficacy and motivation among korean university students with academic warnings |
| url | https://doi.org/10.1177/21582440251356079 |
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