An analysis of self-ratings on studiousness traits.

Factors affecting college grades: a review of the literature, 1930-1937.

“…Study Habits. A number of investigators, using questionnaires and inventories, have found that good students can be distinguished from poor achievers on the basis of specific study methods used, although not all findings agree on which methods characterize which group (68,120,183,228,300,304). It should be stated that in three of the studies mentioned (68,120,300) no account was taken of intelligence.…”

“…A number of investigators, using questionnaires and inventories, have found that good students can be distinguished from poor achievers on the basis of specific study methods used, although not all findings agree on which methods characterize which group (68,120,183,228,300,304). It should be stated that in three of the studies mentioned (68,120,300) no account was taken of intelligence. Wrenn (320) has evolved a self-rating study-habits inventory which he found to distinguish sharply between students of high and low scholarship at Stanford, with intelligence equated.…”

Motivational differences between high and low scholarship students.

“…The correlation between questionnaire scores and final examination grades was -.20 for the one hundred and twenty-one students. Other studies 215 (8,5,8,9,11) utilizing the questionnaire method for ascertaining the study habits of high-and low-scholarship students have reported similar results.…”

“…A survey of the literature concerned with the study of factors influencing student success and failure in college discloses a variety of investigations (1,3,5,7,8,9,10,12). Studies utilizing interview techniques have revealed many personality differences between good and poor students.…”

Study habits in grades four to twelve.

“…Attempts, therefore, to discover the habits and conditions which may determine success in grades four to twelve seem to be necessary. Hence, in this study, the following problems have been attacked: (1) What are the good and bad study activities frequently engaged in by pupils in grades four to twelve? (2) How do the methods of study followed by pupils of superior achievement differ from those followed by pupils of inferior achievement?…”