Study Skills, Learning Processes and Academic Achievement

Abstract

Correlations between scores on the Deep Processing Scale of the Inventory of Learning Processes, the CAI Study Skills Test scales and academic achievement as GPA were assessed. Also, differences between deep and shallow processors on study skills were examined for 132 undergraduates from psychology classes. Knowledge of certain study skills is related to a student's facility in deep processing, while knowledge of other study-skills strategies is largely unrelated to deep or shallow processing styles of learning. Deep and shallow processors did not differ significantly on study skills, although mean scores for deep processors were consistently higher.

Academic achievement in first‐year Portuguese college students: The role of academic preparation and learning strategies

“…The variables associated with students' study skills and learning strategies seem to have a secondary role. Thus, in the hierarchical regression analysis it was confirmed that in spite of the fact that some variables (study activities organization, self-competency perceptions, and surface approach) assume, as in the literature (e.g., Bol et al, 1999;Capella et al, 1982;Gadzella et al, 1987;Kern et al, 1998;Robbins et al, 2004;Schultz & Lanehart, 1994), a certain capacity to predict academic achievement, in a first step of analysis these are excluded when the access mark is introduced (except in the female students from humanities, where the surface approach dimension was maintained as a significant variablealthough its predictive value is substantially inferior to the access mark). This situation could be due to the composition of the access mark on which entrance to higher education in Portugal is based.…”

“…Study skills and learning approaches include, for example, time management, using information resources, taking class notes, communicating with teachers, preparing for and taking examinations, and several other learning strategies. The research shows a significant correlation between such learning behaviour and approaches and academic achievement in higher education (e.g., Bol, Warkentin, Nunnery, & O'Connell, 1999; Capella, Wagner, & Kusmierz, 1982; Gadzella, Ginther, & Williamson, 1987; Kern, Fagley, & Miller, 1998; Robbins et al, 2004; Schultz & Lanehart, 1994). Capella et al, for example, obtained a correlation of .46 between a measure of study habits and attitudes and higher education academic achievement.…”

Financial Literacy among Turkish College Students: The Role of Formal Education, Learning Approaches, and Parental Teaching

“…Previous studies have found that deeper approaches to learning result in better learning outcomes in general ( Trigwell, Prosser, & Waterhouse, 1999 ). For instance, Gadzella, Ginther, and Williamson (1987 ) found that deeper learners have higher GPA. In contrast, Rose, Hall, Bolen, and Webster (1996 ) did not fi nd a relationship between students' GPA and learning approaches [however, Biggs (1997 ) suggested that since their data was collected from a single class, the prevailing conditions might be atypical].…”