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Contributions of study skills to academic competence.

Gettinger, Maribeth, Seibert, Jill K.·2002·School Psychology Review

DOI 10.1080/02796015.2002.12086160

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Abstract

Study skills are fundamental to academic competence. Effective study skills are associated with positive outcomes across multiple academic content areas and for diverse learners. The purpose of this article is to describe an information-processing perspective on the contribution of study skills to academic competence, and to identify evidence-based strategies that are effective in helping students to improve their study skills. Using an information-processing framework, study skills are grouped into four clusters: repetition-based skills, procedural study skills, cognitive-based study skills, and metacognitive skills. Key elements of effective study-strategy training are delineated.

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Authors: Gettinger, M., & Seibert, J. K.
Affiliations: University of Wisconsin–Madison (US)
University of South Carolina (US)
Corresponding author: Gettinger, Maribeth
Venue: School Psychology Review
Publisher: Informa UK Limited
Published: 2002-09-01
Volume: 31
Issue: 3
Pages: 350-365
ISSN: 0279-6015 (ISSN-L)
2372-966X
DOI: 10.1080/02796015.2002.12086160
OpenAlex: W1661578264
Cited by: 289
References: 124
Citations by year: 2026: 9 · 2025: 7 · 2024: 8 · 2023: 13 · 2022: 16 · 2021: 16 · 2020: 23 · 2019: 20 · 2018: 11 · 2017: 13 · 2016: 16 · 2015: 21 · 2014: 19 · 2013: 16 · 2012: 20
FWCI: 9.96
Type: journal article
Language: en
Open access: closed
Locations: School Psychology Review (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Social Sciences › Education › Educational Outcomes and Influences
Keywords: study skills, academic competence, information processing perspective, study habits, metacognitive skills, evidence-based strategies

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Contributions of study skills to academic competence.

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