A Comparative Study of the Academic Ability and Achievement of Two Groups of College Students

A group of 71 students, who had applied at the Counseling Center of the University of Chicago for help with personal problems, was equated on the basis of sex, date of college entrance, and level of grades on entrance with a group of 71 other students who were judged to be better adjusted since they had not applied for assistance at the Center. Scores on College Reading and College Writing Ability tests and A.C.E. scores showed no significant differences between the groups. On the College Comprehension Examination, however, the scores gave evidence of significantly poorer academic achievement on the part of the less well-adjusted group.