A Revised Study Skills Model: Do Some of Them Practice What We Teach?

Robyak, James E.

doi:10.1002/j.2164-4918.1977.tb04513.x

Cited by 10 publications

(5 citation statements)

References 19 publications

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“…The 35 investigations summarized in Table 1 met the following criteria: published between 1974 and 1978; used adult subjects; and examined the effects of an intervention on at least one academic measure, either GPA or grades in one or more courses. The use of these criteria required exclusion of several reviews of selected topics (e.g., Groveman, Richards, & Caple, 1975;Robyak, 1977), correlational analyses (e.g., studying the relationship between personality variables and academic competence; Kanekar, Neelakantan, & D'Souza, 1976;Robyak & Downey, 1978), and descriptive analyses or case studies with minimal supportive data (e.g., Himelstein & Himelstein, 1977;Jones & Osborne, 1977).…”

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Improving academic competence in adults: A review of recent research.

Kirschenbaum¹,

Perri²

1982

Journal of Counseling Psychology

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A cursory examination of previous reviews of the efficacy of programs designed to improve academic competence suggests that the closer one scrutinizes the literature, the less favorable the results appear. In contrast to this unfortunate trend, the outcomes of studies published from 1974 to 1978 were quite favorable, based on a box-score tabulation and an analysis of more than a dozen well-controlled investigations. Although five key methodological exigencies were noted, the evidence indicates that structured multicomponent interventions, particularly those incorporating both study skills and self-control training, often produce substantial gains in academic performance and behaviors relative to comparison and control conditions. Discussion emphasizes the importance of using methodological refinements in future research and conducting further analyses of planning, problem solving, and choice as treatment adjuncts. Finally, a three-component motivational -study skills -selfregulatory skills model is proposed as a potentially heuristic description of the process of improving academic competence.Virtually all colleges and universities offer students several types of services that share the goal of improving academic competence (Entwisle, 1960; Richards, in press). If we tentatively define academic competence as the ability to efficiently obtain high grades, then we must marvel at the diversity of the means to achieve that end promulgated since the late 1920s. Published accounts have considered the virtues of providing detailed written materials or bibliotherapy ; peer monitoring

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“…The interested reader is directed to more specific reviews that discuss the relationship between personality variables and academic competenceRobyak, 1977Robyak, , 1978Robyak & Downey, 1979) and that summarize early research on self-control programs for improving academic competence(Groveman et al, 1975; Richards, in press).…”

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Improving academic competence in adults: A review of recent research.

Kirschenbaum¹,

Perri²

1982

Journal of Counseling Psychology

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“…In part, the fundamental raison d'être of an HEOU is predicated on the pre-assumption that poor academic performance results directly from ineffective study skills that can be remedied by one or two semesters of formal instruction. Robyak (1977) attacked this proposition on the grounds that it was not possible to identify specific skills that would guarantee academic success. Students who failed, Robyak (1977) argued, often followed much the same study methods as those who passed.…”

Section: The Problems Involvedmentioning

confidence: 99%

“…Robyak (1977) attacked this proposition on the grounds that it was not possible to identify specific skills that would guarantee academic success. Students who failed, Robyak (1977) argued, often followed much the same study methods as those who passed. The critical issue therefore was the intellectual capacity of the student rather than the amount of instruction received regarding how to study.…”

Section: The Problems Involvedmentioning

confidence: 99%

Usefulness of introductory higher education orientation units in the context of increasing student diversity

Bennett

Mousley

Ali-Choudhury

2008

International Journal of Educational Management

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Purpose -The purpose of this research is to examine the influences of certain factors that helped determine students' assessments of the usefulness of a higher education orientation unit (HEOU) in a large post-1992 university. Design/methodology/approach -All students in a university business studies department who had completed or were near to completing a compulsory one-semester HEOU were asked to fill in a questionnaire that explored specific personal characteristics that a review of prior academic literature had identified as potentially relevant to the explanation of how well or badly students respond to a HEOU. The outcomes were then related to the participants' views on the overall value of the unit and whether their attendance had led to improved academic performance. Findings -Students who claimed that they had obtained the greatest advantages from the HEOU tended to be "academic" individuals who were highly committed to being a student, intrinsically motivated to study, high in academic self-concept, academically able, and prior to their entry to the institution had been well-prepared for university life. This was not necessarily the profile of the students that the unit had been designed to assist. Research limitations/implications -Data on key variables was (necessarily) self-reported. The investigation took place in a single institution and in a particular subject area. Also the students who filled in the questionnaire were, ipso facto, "survivors" and as such may not have been typical of students who had dropped out. Practical implications -The outcomes to the study imply that "one size fits all" approaches to the design of study skills units might not be appropriate. Rather, specially constructed units may be needed to cater for the academically ill-prepared. Originality/value -At the time the research was conducted this was the first major empirical study to have related students' perceptions of the usefulness of an HEOU to their backgrounds, traits, and other personal characteristics.

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“…Academic underachievement is considered to be a function of both emotional problems and gross study skills deficits (Bednar & Weinberg, 1970), yet neither counseling nor study skills programs are designed to manage both aspects of underachievement (Robyak, 1977). Recent research indicates that a significant number of students characterized as "academically apprehensive" are entering study skills courses exhibiting emotional conflicts similar to underachievers but without a history of underachievement (Treppa, 1973).…”

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confidence: 99%