Informed by multiple theoretical perspectives pertaining to academic procrastination, this investigation examined multilevel models aimed to predict homework procrastination using the data from 1,072 middle schoolers in China. Our model incorporated student gender, homework motivation, homework approach, homework behavior, and time allocated to…

Notetakers showed superior posttest recall, and notetaking without test instructions yielded the best group performance. (RC)

Students with two cognitive styles (field dependent/field independent) generally produced the best examination scores when they used a nonpreferred study technique and reviewed. (Author)

Relationships between cheating and distracting study conditions are studied in light of the premise that if an individual is frustrated in his attempts to learn he will be more likely to cheat. (MM)

A study investigating test performance outcomes for college students using underlining as a study strategy found that, regardless of study time and reading achievement, underlining was popular because it helped to ensure recall of information from underlined text segments. (Author/CB)

Test anxious students were less likely to have effective study habits and more likely to delay academic tasks than those showing low debilitating anxiety. (Editor)

Study evaluates certain common uses of the Brown-Holtzman Survey of Study Habits and Attitudes (SSHA) in a college-level educational skills course. (Authors/MB)

Academically successful university students, after being taught effective study skills, had significantly higher approval of their teachers and gained insight into their own study habits, but did not differ significantly from a control group in semester grade point average. (MJB)

The article describes a research project which tried to determine if dogmatic students take less than average time to study non-complex tests, and if they do, whether this is because of a "know-it-all" attitude or to avoid decision-making anxiety. (CD)

College students were assigned to either take their own personal notes or to use full or partial notes that were distributed in class. The use of personal or partial notes resulted in higher scores on the essay test, and students preferring personal notes scored higher on the multiple-choice exam. (Author/JN)

Research on objectives and study techniques shows that college students trained in the use of self-derived objectives performed significantly better on multiple-choice and recall tests than students not so trained. (CJ)

Findings from a study which examined the relationship between study time and test scores indicate that time spent organizing had a stronger relationship with course test scores than did total study time or time spent reading and reviewing. Subjects were 113 undergraduates who kept daily self-monitoring logs of study activities. (IAH)