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Direct linkStevens, Anne E.; Abu-Ramadan, Tamara M.; Hartung, Cynthia M. – Journal of American College Health, 2022
Objective: College students with attention-deficit/hyperactivity disorder (ADHD) and/or a learning disorder (LD) are at higher risk for not attaining a bachelor's degree. The purpose is to identify the predictors of academic success in college for students with ADHD and/or LD using a systematic review of the literature. Method: Academic Search…
Descriptors: At Risk Students, Undergraduate Students, Students with Disabilities, Attention Deficit Hyperactivity Disorder
de Boer, Hester; Donker, Anouk S.; van der Werf, Margaretha P. C. – Review of Educational Research, 2014
This meta-analysis examined the influence of attributes related to the implementation of learning strategy instruction interventions on students' academic performance, and also examined how the attributes related to the method of testing the intervention effects affected the actual effects measured. Using metaregression, we analyzed the…
Descriptors: Meta Analysis, Intervention, Academic Achievement, Learning Strategies
Peer reviewedPeverly, Stephen T.; Brobst, Karen E.; Graham, Mark; Shaw, Ray – Journal of Educational Psychology, 2003
Using difficult materials, the authors attempted to improve college students' self-regulation by allowing extended study time before taking a test. The authors also examined whether background knowledge and note-taking strategies would be positively related to self-regulation. Results imply that test performance is more related to note taking and…
Descriptors: Adult Students, College Students, Higher Education, Knowledge Level
Peer reviewedChristenson, Sandra L.; Anderson, Amy R. – School Psychology Review, 2002
According to DiPerna and Elliott (2002, this issue), academic competence comprises both academic skills and academic enablers. This article describes a theoretical framework for considering the direct and indirect effects of important contexts on student performance and how these contexts change over time is described. Also, the literature…
Descriptors: Academic Ability, Academic Achievement, Context Effect, Emotional Response
Peer reviewedDiPerna, James Clyde; Volpe, Robert J.; Elliott, Stephen N. – School Psychology Review, 2002
A theoretical model is proposed of the relationships between specific academic enablers (motivation, interpersonal skills, engagement, and study skills) and academic achievement. The results of these modeling analyses indicate that prior achievement and interpersonal skills influence motivation, which in turn influences study skills and engagement…
Descriptors: Academic Achievement, Elementary Education, Interpersonal Competence, Learning Motivation
Download full textLynch, Richard; Dembo, Myron – International Review of Research in Open and Distance Learning, 2004
This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance,…
Descriptors: Help Seeking, Distance Education, Verbal Ability, College Students
