Cited by 289Innovative Teaching and Learning MethodsEducational Strategies and EpistemologiesEducational Outcomes and Influences

The DOI matches its Crossref record; 121 of the 124 references it cites were found in a registry or an index.

Contributions of study skills to academic competence.

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

DOI 10.1080/02796015.2002.12086160

Open this paper in CoChat — free account

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.

Integrity signals

Registry

Crossref · 10.1080/02796015.2002.12086160

Cites

121 of 121 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Handbook of research on teaching
Wittrock, M. C. (1986) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 10,630
Handbook of reading research
Pearson, P. D., Barr, (. E., Kamil, M. L., Mosenthal, P. B., & Barr, R. (1991) · Choice Reviews Online · doi:10.5860/choice.28-5764 · Cited by 6,850
Learning How to Learn
Novak, J. D., Gowin, D. B., & Kahle, J. B. (1984) · doi:10.1017/cbo9781139173469 · Cited by 5,199
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
Palinscar, A. S., & Brown, A. L. (1984) · Cognition and Instruction · doi:10.1207/s1532690xci0102_1 · Cited by 5,186
Book Review: Protocol Analysis: Verbal Reports as Data
Venkatesan, M., Ericsson, K. A., & Simon, H. A. (1986) · Journal of Marketing Research · doi:10.2307/3151491 · Cited by 4,364
Learning Theories: An Educational Perspective
Schunk, D. H. (1991) · Cited by 3,725
Protocol Analysis: Verbal Reports as Data
Ericsson, K. A., & Simon, H. A. (1993) · doi:10.7551/mitpress/5657.001.0001 · Cited by 3,537
Eliciting Self‐Explanations Improves Understanding
Michelene, T. H., Leeuw, N. D., Chiu, M., & Lavancher, C. (1994) · Cognitive Science · doi:10.1016/0364-0213(94)90016-7 · Cited by 2,492
Theoretical Issues in Reading Comprehension
(2017) · Routledge eBooks · doi:10.4324/9781315107493 · Cited by 2,245
Metacognition in Educational Theory and Practice
Hacker, D. J., Dunlosky, J. T., & Graesser, A. C. (1998) · Routledge eBooks · doi:10.4324/9781410602350 · Cited by 2,138
Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies
Zimmerman, B. J., & Pons, M. M. (1986) · American Educational Research Journal · doi:10.3102/00028312023004614 · Cited by 2,038
Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use.
Zimmerman, B. J., & Martinez-Pons, M. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.51 · Cited by 1,825
Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992) · American Educational Research Journal · doi:10.3102/00028312029003663 · Cited by 1,724
The Role of interest in Learning and Development
Renninger, K. A., Hidi, S. E., Krapp, A., & Renninger, A. (2014) · Psychology Press eBooks · doi:10.4324/9781315807430 · Cited by 1,611
Studying as Self-Regulated Learning
(1998) · Metacognition in Educational Theory and Practice · doi:10.4324/9781410602350-19 · Cited by 1,589
The teaching of learning strategies
Weinste, N. (1986) · Medical Entomology and Zoology · Cited by 1,566
Self-regulation of learning and performance: Issues and educational applications.
Schunk, D. H., & Zimmerman, B. J. (1994) · Cited by 1,492
Self-regulated learning : from teaching to self-reflective practice
Schunk, D. H., & Zimmerman, B. J. (1998) · Cited by 1,426
Reading Research Quarterly
International Reading Association (2012) · Reading Research Quarterly · doi:10.1002/(issn)1936-2722 · Cited by 1,379
The Teaching of Learning Strategies.
Weinstein, C. E., & Mayer, R. E. (1983) · Cited by 1,163
Construct validation of a strategy model of student self-regulated learning.
Zimmerman, B. J., & Martinez-Pons, M. (1988) · Journal of Educational Psychology · doi:10.1037/0022-0663.80.3.284 · Cited by 1,064
Generative Processes of Comprehension
Wittrock, M. (1989) · Educational Psychologist · doi:10.1207/s15326985ep2404_2 · Cited by 978
Academic studing and the development of personal skill: A self-regulatory perspective
Zimmerman, B. J. (1998) · Educational Psychologist · doi:10.1080/00461520.1998.9653292 · Cited by 896
Teaching Students to Generate Questions: A Review of the Intervention Studies
Rosenshine, B., Meister, C., & Chapman, S. (1996) · Review of Educational Research · doi:10.3102/00346543066002181 · Cited by 861
Developing self-regulated learners: Beyond achievement to self-efficacy.
Zimmerman, B. J., Bonner, S., & Kovach, R. (1996) · American Psychological Association eBooks · doi:10.1037/10213-000 · Cited by 774
Eliciting Self‐Explanations Improves Understanding
Chi, M. T. H., De Leeuw, N., Chiu, M., & Lavancher, C. (1994) · Cognitive Science · doi:10.1207/s15516709cog1803_3 · Cited by 757
Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Research
Gersten, R. M., Fuchs, L. S., Williams, J. P., & Baker, S. (2001) · Review of Educational Research · doi:10.3102/00346543071002279 · Cited by 754
Reciprocal Teaching: A Review of the Research
Rosenshine, B., & Meister, C. (1994) · Review of Educational Research · doi:10.3102/00346543064004479 · Cited by 749
Macrorules for summarizing texts: the development of expertise
Brown, A. L., & Day, J. D. (1983) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(83)80002-4 · Cited by 714
Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity
Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997) · American Educational Research Journal · doi:10.3102/00028312034001174 · Cited by 696
Protocol analysis: Verbal reports as data, Rev. ed.
Ericsson, K. A., & Simon, H. A. (1993) · Cited by 655
Guiding Knowledge Construction in the Classroom: Effects of Teaching Children How to Question and How to Explain
King, A. (1994) · American Educational Research Journal · doi:10.2307/1163313 · Cited by 613
Developmental phases in self-regulation: shifting from process goals to outcome goals.
Zimmerman, B. J., & Kitsantas, A. (1997) · Journal of Educational Psychology · doi:10.1037/0022-0663.89.1.29 · Cited by 604
Advances in research on teaching
Stevens, R. J., & Rosenshine, B. (1981) · Exceptional Education Quarterly · doi:10.1177/074193258100200106 · Cited by 548
Beyond Direct Explanation: Transactional Instruction of Reading Comprehension Strategies
Pressley, M. G., El‐Dinary, P. B., Gaskins, I. W., Schuder, T., Bergman, J. L., Almasi, J. F., & BROWN, R. M. A. (1992) · The Elementary School Journal · doi:10.1086/461705 · Cited by 425
Strategies That Work: Teaching Comprehension to Enhance Understanding.
Harvey, S., & Goudvis, A. (2000) · doi:10.14507/er.v0.181 · Cited by 406
Comparison of Self-Questioning, Summarizing, and Notetaking-Review as Strategies for Learning From Lectures
King, A. (1992) · American Educational Research Journal · doi:10.3102/00028312029002303 · Cited by 379
Advances in Learning and Behavioural Disabilities
Scruggs, T. E. (1999) · Cited by 378
Student conceptions of learning and their use of self-regulated learning strategies: A cross-cultural comparison.
Purdie, N., Hattie, J., & Douglas, G. A. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.1.87 · Cited by 367
Collaborative Strategic Reading during Social Studies in Heterogeneous Fourth-Grade Classrooms
Klingner, J., Vaughn, S., & Schumm, J. (1998) · The Elementary school journal · doi:10.1086/461914 · Cited by 356
Remedial and Special Education
Voress, J. K. (2014) · Encyclopedia of Special Education · doi:10.1002/9781118660584.ese2045 · Cited by 354
A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade readers.
BROWN, R. M. A., Pressley, M. G., Meter, P. N. V., & Schuder, T. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.1.18 · Cited by 349
Good information processing: What it is and how education can promote it
Pressley, M. G., Borkwski, J. G., & Schneider, W. (1989) · International Journal of Educational Research · doi:10.1016/0883-0355(89)90069-4 · Cited by 341
Use of Thinking Aloud in Identification and Teaching of Reading Comprehension Strategies
Bereiter, C., & Bird, M. (1985) · Cognition and Instruction · doi:10.1207/s1532690xci0202_2 · Cited by 336
Thinking Aloud and Reading Comprehension Research: Inquiry, Instruction, and Social Interaction
Kucan, L., & Beck, I. L. (1997) · Review of Educational Research · doi:10.3102/00346543067003271 · Cited by 326
The Effects of Cognitive and Metacognitive Strategy Instruction on the Mathematical Problem Solving of Middle School Students with Learning Disabilities
Montague, M. (1992) · Journal of Learning Disabilities · doi:10.1177/002221949202500404 · Cited by 261
Increasing Metacomprehension in Learning Disabled and Normally Achieving Students through Self-Questioning Training
Wong, B. Y. L., & Jones, W. (1982) · Learning Disability Quarterly · doi:10.2307/1510290 · Cited by 256
The Nature of Fourth Graders' Sociocognitive Conflicts in Peer-Led and Teacher-Led Discussions of Literature
Almasi, J. F. (1995) · Reading Research Quarterly · doi:10.2307/747620 · Cited by 247
The Nature of Cognitive Strategy Instruction: Interactive Strategy Construction
Harris, K. R., & Pressley, M. G. (1991) · Exceptional Children · doi:10.1177/001440299105700503 · Cited by 230
Inference in Text Understanding
Collins, A., Brown, J. S., & Larkin, K. M. (2017) · Routledge eBooks · doi:10.4324/9781315107493-20 · Cited by 214
Promoting Metacognition and Motivation of Exceptional Children
Paris, S. G., & Winograd, P. N. (1990) · Remedial and Special Education · doi:10.1177/074193259001100604 · Cited by 202
Children's Needs II: Development, Problems and Alternatives.
Bear, G. G., Minke, K. M., & Thomas, A. (1997) · Cited by 191
Best Practices in Promoting Reading Comprehension in Students with Learning Disabilities 1976 to 1996
Mastropieri, M. A., & Scruggs, T. E. (1997) · Remedial and Special Education · doi:10.1177/074193259701800402 · Cited by 188
Cultural Differences in the Use of Strategies for Self-Regulated Learning
Purdie, N., & Hattie, J. (1996) · American Educational Research Journal · doi:10.3102/00028312033004845 · Cited by 177
Advances in Learning and Behavioral Disabilities
Scruggs, T. E. 1., & Mastropieri, M. A. 1. (2003) · Advances in learning and behavioral disabilities · doi:10.1016/s0735-004x(2003)16 · Cited by 167
Teaching Exceptional Children
Gonzalez, R. (2008) · Encyclopedia of Special Education · doi:10.1002/9780470373699.speced2052 · Cited by 166
Reading Comprehension Instruction: Summarization and Self-Monitoring Training for Students with Learning Disabilities
Malone, L. D., & Mastropieri, M. A. (1991) · Exceptional Children · doi:10.1177/001440299105800309 · Cited by 165
Fostering Literacy Learning in Supportive Contexts
Palincsar, A. S., & Klenk, L. (1992) · Journal of Learning Disabilities · doi:10.1177/002221949202500402 · Cited by 161
Effects of Interactive Vocabulary Instruction on the Vocabulary Learning and Reading Comprehension of Junior-High Learning Disabled Students
Bos, C. S., & Anders, P. L. (1990) · Learning Disability Quarterly · doi:10.2307/1510390 · Cited by 160
On the Use of Verbal Reports in Reading Research
Afflerbach, P. P., & Johnston, P. H. (1984) · Journal of Reading Behavior · doi:10.1080/10862968409547524 · Cited by 152
Creating powerful thinking in teachers and students : diverse perspectives
Mangieri, J. N., & Block, C. C. (1994) · Medical Entomology and Zoology · Cited by 152
An Instructional Model for Teaching Learning Strategies
Ellis, E. S., Deshler, D. D., Lenz, B. K., Schumaker, J. B., & Clark, F. L. (1991) · Focus on Exceptional Children · doi:10.17161/foec.v23i6.7530 · Cited by 151
Concept Mapping as an Instructional Strategy for High School Biology
Schmid, R. F., & Telaro, G. J. (1990) · The Journal of Educational Research · doi:10.1080/00220671.1990.10885996 · Cited by 145
A primer of research on cognitive strategy instruction: The important issues and how to address them
Pressley, M. G., Woloshyn, V. E., Lysynchuk, L. M., Martin, V., Wood, E., & Willoughby, T. (1990) · Educational Psychology Review · doi:10.1007/bf01323528 · Cited by 144
Self-Regulation Behaviors in Underprepared (Developmental) and Regular Admission College Students
Ley, K., & Young, D. B. (1998) · Contemporary Educational Psychology · doi:10.1006/ceps.1997.0956 · Cited by 140
Mental Imagery and the Comprehension-Monitoring Performance of Fourth- and Fifth-Grade Poor Readers
Gambrell, L. B., & Bales, R. J. (1986) · Reading Research Quarterly · doi:10.2307/747616 · Cited by 128
Teaching and Practicing Thinking Skills to Promote Comprehension in the Context of Group Problem Solving
Palincsar, A. S., & Brown, A. L. (1988) · Remedial and Special Education · doi:10.1177/074193258800900110 · Cited by 115
Cultural Differences in the Use of Strategies for Self-Regulated Learning
Purdie, N., & Hattie, J. (1996) · American Educational Research Journal · doi:10.2307/1163418 · Cited by 115
Story Map Instruction Using Children's Literature: Effects on First Graders' Comprehension of Central Narrative Elements
Baumann, J. F., & Bergeron, B. S. (1993) · Journal of Reading Behavior · doi:10.1080/10862969309547828 · Cited by 109
Comprehension strategies, worth and credibility monitoring, and evaluations: Cold and hot cognition when experts read professional articles that are important to them
Wyatt, D., Pressley, M. G., El‐Dinary, P. B., Stein, S. K., Evans, P., & BROWN, R. M. A. (1993) · Learning and Individual Differences · doi:10.1016/1041-6080(93)90026-o · Cited by 108
Diverse Learners Participating in Regular Education "Book Clubs"
Goatley, V. J., Brock, C. H., & Raphael, T. E. (1995) · Reading Research Quarterly · doi:10.2307/747621 · Cited by 106
The Effects of Summarization Instruction on Text Comprehension of Students with Learning Disabilities
Gajria, M., & Salvia, J. A. (1992) · Exceptional Children · doi:10.1177/001440299205800605 · Cited by 105
Classroom Applications of Mnemonic Instruction: Acquisition, Maintenance, and Generalization
Scruggs, T. E., & Mastropieri, M. A. (1991) · Exceptional Children · doi:10.1177/001440299105800305 · Cited by 101
Self-regulating academic study time: A strategy approach.
Zimmerman, B. J., Greenberg, D., & Weinstein, C. E. (1994) · Cited by 99
The Comprehension Instruction That Students Need: Instruction Fostering Constructively Responsive Reading.
Pressley, M. G. (1995) · Learning Disabilities Research and Practice · Cited by 99
Intervention Research in Learning Disabilities
Scruggs, T. E., & Wong, B. Y. L. (1990) · Springer eBooks · doi:10.1007/978-1-4612-3414-2 · Cited by 98
Characteristics of and Strategies for Teaching Students with Mild Disabilities
Henley, M., Ramsey, R. S., & Algozzine, R. F. (1993) · Cited by 96
Strategy Mastery by At-Risk Students: Not a Simple Matter
Deshler, D. D., & Schumaker, J. B. (1993) · The Elementary School Journal · doi:10.1086/461757 · Cited by 92
The Effects of Thinking Aloud during Reading on Students' Comprehension of More or Less Coherent Text
Loxterman, J. A., Beck, I. L., & McKeown, M. G. (1994) · Reading Research Quarterly · doi:10.2307/747784 · Cited by 90
Mnemonic Strategies and Classroom Learning: A Twenty-Year Report Card
Levin, J. R. (1993) · The Elementary School Journal · doi:10.1086/461763 · Cited by 90
Instructional Parameters Promoting Transfer of Learned Strategies in Students with Learning Disabilities
Wong, B. Y. L. (1994) · Learning Disability Quarterly · doi:10.2307/1511181 · Cited by 83
The Nature of Engaged Reading in Classroom Discussions of Literature
Almasi, J. F., & McKeown, M. G. (1996) · Journal of Literacy Research · doi:10.1080/10862969609547913 · Cited by 82
Cognitive Strategy Instruction that Really Improves Children's Academic Performance. Cognitive Strategy Training Series. Second Edition.
Pressley, M. G., & Woloshyn, V. E. (1995) · Cited by 79
Scientific Mnemonomies: Methods for Maximizing More Than Memory
Levin, M. E., & Levin, J. (1990) · American Educational Research Journal · doi:10.3102/00028312027002301 · Cited by 74
Integrative Strategy Instruction: A Potential Model for Teaching Content Area Subjects to Adolescents with Learning Disabilities
Ellis, E. S. (1993) · Journal of Learning Disabilities · doi:10.1177/002221949302600602 · Cited by 73
The interaction of verbal ability with concept mapping in learning from a chemistry laboratory activity
Stensvold, M. S., & Wilson, J. T. (1990) · Science Education · doi:10.1002/sce.3730740407 · Cited by 68
Mnemonic Instruction for Students with Learning Disabilities: What it is and What it Does
Scruggs, T. E., & Mastropieri, M. A. (1990) · Learning Disability Quarterly · doi:10.2307/1510353 · Cited by 68
Reading Instruction That Increases Thinking Abilities.
Collins, C. (1991) · The Journal of Reading · Cited by 67
Problems of direction in socially shared cognition.
Damon, W. (1991) · American Psychological Association eBooks · doi:10.1037/10096-017 · Cited by 67
Can a Strategy Be Taught and Learned in Secondary Inclusive Classrooms
Scanlon, D. J. (1996) · Learning Disabilities Research and Practice · Cited by 64
The Challenges of Instructional Scaffolding: The Challenges of Instruction That Supports Student Thinking.
Pressley, M. G. (1996) · Learning Disabilities Research and Practice · Cited by 60
Cognitive strategy instruction for middle and high schools
Wood, E., Woloshyn, V. E., & Willoughby, T. (1995) · Brookline Books · Cited by 56
Recent Advances in Instructional Research for Students with Learning Disabilities: An Overview.
Gersten, R. M. (1998) · Learning Disabilities Research and Practice · Cited by 51
An invitation to an educational psychology of studying
Rohwer, W. D. (1984) · Educational Psychologist · doi:10.1080/00461528409529277 · Cited by 51
Teaching Learning Strategies to Adolescents and Adults With Learning Disabilities
Lenz, B. K., Ellis, E. S., & Scanlon, D. J. (1995) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 47
The Effects of a Recall Enhancement Routine on the Test Performance of Secondary Students with and without Learning Disabilities.
Bulgren, J. A. (1994) · Learning Disabilities Research and Practice · Cited by 47
Teaching Study Skills: A Guide for Teachers
Devine, T. G. (1981) · Cited by 40
Metacognitive awareness in good and poor math problem solvers.
Lucangeli, D., Coi, G., & Bosco, P. (1997) · Learning Disabilities Research and Practice · Cited by 37
Specific and General Transfer Effects Following Metamemory Training.
Lucangeli, D., Galderisi, D., & Cornoldi, C. (1995) · Padua Research Archive (University of Padova) · Cited by 33
Advances in Research on Teaching
(2011) · Advances in research on teaching · doi:10.1108/s1479-3687(2011)0000015015 · Cited by 32
Strategy Instruction Is Often Insufficient: Addressing the Interdependency of Executive and Attributional Processes
Groteluschen, A., Borkowski, J. G., & Hale, C. A. (1990) · Springer eBooks · doi:10.1007/978-1-4612-3414-2_4 · Cited by 28
Interactive Semantic Mapping: An Interactive Approach to Enhancing LD Students' Content Area Comprehension
Scanlon, D. J., Durán, G. Z., Reyes, E. I., & Gallego, M. A. (1992) · Learning Disabilities Research and Practice · doi:10.1177/093889829200700305 · Cited by 27
Mnemonic Generalization Training with Learning Disabled Adolescents
Fulk, B. J. M., Mastropieri, M. A., & Scruggs, T. E. (1992) · Learning Disabilities Research and Practice · doi:10.1177/093889829200700102 · Cited by 25
TEACHING STUDY SKILLS: A GUIDE FOR TEACHERS
Smith, G. (1986) · Journal of Learning Disabilities · doi:10.1177/002221948601900618 · Cited by 25
Preventing Academic Failure
Shapiro, E. S. (1988) · School Psychology Review · doi:10.1080/02796015.1988.12085378 · Cited by 25
FOSTERING READING COMPREHENSION IN COLLEGE STUDENTS
Nicaise, M., & Gettinger, M. (1995) · Reading Psychology · doi:10.1080/0270271950160302 · Cited by 24
Self-citation
Effects of Schema-Based and Text Structure-Based Cues on Expository Prose Comprehension in Fourth Graders
Spires, H. A., Gallini, J. K., & Riggsbee, J. (1992) · The Journal of Experimental Education · doi:10.1080/00220973.1992.9943868 · Cited by 24
Pursuing an Elusive Goal: Molding Strategic Teachers and Learners
Wong, B. Y. L. (1993) · Journal of Learning Disabilities · doi:10.1177/002221949302600601 · Cited by 20
Collaborative Dialogues Between Teachers and Researchers to Create Educational Interventions: A Case Study
Scanlon, D. J., Schumaker, J. B., & Deshler, D. D. (1994) · Journal of Educational and Psychological Consultation · doi:10.1207/s1532768xjepc0501_5 · Cited by 18
New Designs for Teaching and Learning: Promoting Active Learning in Tomorrow's Schools
Adams, D. M., & Hamm, M. (1994) · Cited by 18
Research on metacognition in special education.
Montague, M. (1998) · Cited by 17
The Effects of Instruction in a Paired Associates Strategy on the Information Mastery Performance of Students with Learning Disabilities.
Bulgren, J. A. (1995) · Learning Disabilities Research and Practice · Cited by 16
Helping Students Become Strategic Learners: Guidelines for Teaching (Cognitive Strategy Training Series)
Scheid, K. (1999) · Cited by 16
Enhancing Academic Performance with Mnemonic Instruction
Mastropieri, M. A., & Fulk, B. M. (1990) · Springer eBooks · doi:10.1007/978-1-4612-3414-2_5 · Cited by 16
Third Invited Response: Broader Visions Encompassing Literacy, Learners, and Contexts
Palincsar, A. S., & Klenk, L. (1993) · Remedial and Special Education · doi:10.1177/074193259301400405 · Cited by 16
Teaching strategies to create visual representations of key ideas in content area text materials: A longterm intervention inserted in school curriculum
Vidal‐Abarca, E., & Gilabert, R. (1995) · European Journal of Psychology of Education · doi:10.1007/bf03172931 · Cited by 14
Teaching Study Skills to Students with Mild Handicaps: The Role of the Classroom Teacher
Decker, K., Spector, S., & Shaw, S. F. (1992) · The Clearing House A Journal of Educational Strategies Issues and Ideas · doi:10.1080/00098655.1992.10114225 · Cited by 12
Personalizing Study Skills in Secondary Students.
Archambeault, B. J. (1992) · The Journal of Reading · Cited by 11
Imagery Generation by Learning Disabled and Average-Achieving 11-to 13-Year-Olds
Ferro, S. C., & Pressley, M. G. (1991) · Learning Disability Quarterly · doi:10.2307/1510852 · Cited by 8
Introduction
Pressley, M. G., & El‐Dinary, P. B. (1993) · The Elementary School Journal · doi:10.1086/461753 · Cited by 6
Helping Parents Develop a Home-Based Study Skills Program
Hoover, J. J. (1993) · Intervention in School and Clinic · doi:10.1177/105345129302800407 · Cited by 1

Research works printed but not linked: 31

Archambeault B., 1992, Journal of Reading, 35, 468
Bulgren J. A., 1995, Learning Disabilities Research & Practice, 10, 22
Bulgren J. A., 1994, Learning Disabilities Research & Practice, 9, 2
Bulgren J. A., 1997, Learning Disabilities Research & Practice, 12, 198
Collins C., 1991, Journal of Reading, 34, 510
Davey B., 1986, Journal of ducational Psychology, 22, 2
Deshler D. D., 1996, Teaching adolescents with learning disabilities: Strategies and methods.
Deshler D. D., 1988, Alternative educational delivery systems: Enhancing instructional options for students, 391
Dreher M. J., 1985, Reading Improvement, 22, 2
Fulk B. J. M., 1992, Learning Disabilities Research & Practice, 7, 2
Gersten R., 1998, Learning Disabilities Research & Practice, 13, 162
Hoover J. J., 1995, Teaching students with learning problems to use study skills: A teacher's guide.
Jones C. H., 1992, High School Journal, 76, 24
10.3102/00028312031002338 · DOI
Lucangeli D., 1998, Learning Disabilities Research & Practice, 12, 219
Lucangeli D., 1995, Learning Disabilities Research & Practice, 10, 11
Meltzer L. S., 1993, Strategy assessment and instruction for students with learning disabilities.
National Center for Education Statistics., 1990, National Assessment of Educational Progress Report.
National Information Center for Children and Youth with Disabilities., 1997, Learning strategies for students with learning disabilities.
Pogrow S., 1992, Teaching thinking: An agenda for the 21st century, 87
Pressley M., 1995, Verbal reports of reading: The nature of constructively responsive reading.
Pressley M., 1995, Learning Disabilities Research & Practice, 10, 215
Pressley M., 1996, Learning Disabilities Research & Practice, 11, 138
Pressley M., 1995, Cognitive strategy instruction that really improves children's academic performance
Scanlon D. J., 1996, Learning Disabilities Research & Practice, 11, 41
Scanlon D. J., 1991, Learning Disabilities Research & Practice, 7, 142
Scheid K., 1993, Helping students become strategic learners: Guidelines for teaching.
Scruggs T. E., 1992, Exceptional Children, 13, 271
Strichart S. S., 1998, Teaching study skills to students with learning disabilities, attention deficit disorders, or special needs
Waldron N. L., 2000, Preventing school problem—Promoting school success: Strategies and programs that work, 171
Zimmerman B. J., 1994, Self-regulation of learning and performance: Issues and educational applications, 181

Sorted by citations

Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance
Credé, M., & Kuncel, N. R. (2008) · Perspectives on Psychological Science · doi:10.1111/j.1745-6924.2008.00089.x · Cited by 780
Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning
Cleary, T. J., & Zimmerman, B. J. (2004) · Psychology in the Schools · doi:10.1002/pits.10177 · Cited by 683
Academic Engagement: Current Perspectives on Research and Practice
Greenwood, C. R., Horton, B., & Utley, C. A. (2002) · School Psychology Review · doi:10.1080/02796015.2002.12086159 · Cited by 403
Self-regulation, motivation, and math achievement in middle school: Variations across grade level and math context
Cleary, T. J., & Chen, P. P. (2009) · Journal of School Psychology · doi:10.1016/j.jsp.2009.04.002 · Cited by 338
Promoting Academic Enablers to Improve Student Achievement: An Introduction to the Mini-Series
DiPerna, J. C., & Elliott, S. N. (2002) · School Psychology Review · doi:10.1080/02796015.2002.12086156 · Cited by 202

See all 289

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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Contributions of study skills to academic competence.

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks