Research on the effects of teaching study strategies, in situations where students could choose study methods used in everyday courses, is reviewed. Among the few studies meeting rigorous criteria, none investigated whether students could adapt study tactics beyond the training context. Cautious recommendations are made for concept mapping,…

Discusses a systematic approach to six study tips recommended to introductory psychology students to improve their study skills. Presents the results of student ratings (n=114) based upon the tips for helpfulness and degree of use. Includes references. (CMK)

A gifted high school student recounts her childhood as a gifted child whose successes came too easily and without challenge, resulting in the development of poor work habits, low grades, and underachievement. She urges educators to stress personal excellence, help students overcome their fears of both study and possible failure, and foster a love…

A study of homework strategies with regular and special education elementary school teachers led to guidelines concerning development of innovative homework assignments, use of a homework planner, teaching of study skills, and ways of involving parents and encouraging peer support. (DB)

This discussion of hypertext focuses on a study of undergraduates that explored the conditions for making hypertext a better environment than a traditional linear text for studying and for an information search. Highlights include the influence of students' learning styles; and the availability of navigation tools. (Author/LRW)

Designed a questionnaire and created a scale measuring studying and learning based on motivation with items answered from ideal, "capability," and studying and learning behavior perspectives. Results for 372 Australian college students support the view that striving for excellence, desire to learn, and personal incentives are important…

Investigates the relationships among Intelligence Quotient, study time, educational and occupational aspirations, and academic achievement. Focuses on Australian school children (n=160) from Chinese, Vietnamese, and Anglo-Celtic backgrounds. Presents the results in detail, stating that parental involvement may contribute to high achievement when…

Examines the possibility that specification errors contributed to the Schuman et al. (1985) findings of a weak relationship between study time and college grades. Analyzes main and interactive effects, measures of quantity and quality of study, and various context-specific models of college grades. Results challenge previous findings. (Author/SV)

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)

A study investigated the reliability and validity of the Study Process Questionnaire (Biggs) for 352 undergraduates in a Nigerian university. Although it was found that the concepts involved were relevant to this population and scales and subscales had adequate internal consistency, cross-cultural comparison of scores was problematic. (Author/MSE)

Survey showed that U.S. students in international schools for children of expatriates received more failing grades than European or Asian students. U.S. students also spent less time on homework and less time with their families than did European or Asian students. Non-U.S. students are generally more at ease around adults, whereas American…

Research on college students' study skills and habits and on secondary-level course organization suggest certain patterns of instructor demand (workload, test difficulty, latitude for self-direction) and compensations (test review practices, test item overlap with instructor handouts, "safety nets") may account for student study deficiencies, and…

Data describing college students' study orientations in relation to their evaluations of courses and preferences for different kinds of learning environment are reexamined in light of recent suggestions that failing students perceive their learning context atypically. Implications of this disintegration of coherent perception patterns are examined…

A study of 11 courses in 2 institutions (n=999 students) indicates that courses and teaching in which students have adopted deeper strategies for learning also have higher student ratings, supporting, in general, the validity of student ratings. (Author/MSE)

Discussion of study factors and study skills focuses on the development of a study skills survey and four related research studies at Navy training schools, two that addressed reliability and two that were concerned with validity. Results are reported that indicate study factors correlated significantly with test performance. (28 references) (LRW)