Briefly describes a noncredit course at Mundelein College in Chicago which attempts to help high risk freshmen acquire appropriate study skills, habits and attitudes. (Author/CJ)

The successful acquisition of survey behavior by students diagnosed as void of survey behavior through stimulus control and reinforcement is described. (Author)

This study investigates the effects of study skills groups on college student grade point average (GPA) and study habits and attitudes (SSHA). Results indicate a significant increase in GPA and SSHA for those who took the course. (Author)

Investigated the effects of a learning assistance class on 80 freshmen with low entrance examination scores. Results showed that students in the learning assistance courses were somewhat more inclined to remain enrolled than the control group and made more academic progress. (JAC)

Factor analysis of six relevant measures indicated that three factors define student learning styles: (a) learning skills, (b) personal reactions to life experiences, and (c) academic work skills. (Author)

Results of this study reveal that personal and social needs are as strongly felt as are career or academic needs when self-reported by undergraduate college students. (Author)

Explored the effect of three counseling strategies on compliance with one component of a study-skills program, self-monitoring and reporting study time, in 201 students. Results showed that students who complied initially with the instructor-aides' suggestions were more likely to continue to self-monitor than students who failed to comply…

Differences between underachieving and nonunderachieving study skills students were found on measures of study skills knowledge and an extraversion-introversion personality dimension. Nonunderachievers reported greater study skills knowledge but not greater study skills use than underachievers. Findings were attributed to differences in…

Perceptions and perceptual changes on study habits and attitudes for students who received study-skills instructions individually from student counselors were compared with those of students who received instructions and participated in class discussions and those of students who did not receive any study-skills instructions or counseling. (Author)

Assessed the impact of stress management training as part of an academic skills training program upon students' (N=22) self-reported symptoms of stress and academic performance. Results indicated that success-stress management treatment was more effective in reducing stress and increasing academic performance than success treatment alone. (LLL)

Examined the effects of goal instability on performance of students enrolled in learning skills courses (N=60). Results showed students with high goal instability had lower grade point averages than students with low goal instability. (BH)

The results of this study suggest that homogeneous housing and tutoring are two ways to influence achievement positively. (Author)

Studied the effect of a structured study environment in residence halls on the grade performance of undergraduate students at all levels of academic performance. Results show that living on a study floor is likely to raise the GPA by at least .05 for the quarter grades at hand. (Author)

The relationship among test anxiety, study skills, and academic performance was studied. It was found that, in addition to academic aptitude, a measure of effective test-taking skills and a measure of test anxiety contributed significantly to prediction of grade point average. (Author)