Causes, Reactions, and Consequences of Academic Probation: A Theoretical Model

This paper presents a three-stage model of academic probation that addresses cognitive, affective (emotional), behavioral, and environmental factors. The first stage examines the precursors to probation—factors that inhibit student performance. The second stage focuses on student reactions to being placed on probation. The various strategies students use to cope with probation are then used to predict the third stage or long-term consequences of probation. The key assumption behind this model is that student causal ascriptions for probation are an important predictor of future performance and self-concept. Intervention strategies are proposed that focus on attributional retraining in addition to traditional programs. Finally, it is hoped that this model will promote heuristic research concerning at-risk students as well as those on academic probation.