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Contributions of study skills to academic competence.
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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“Study skill training programs produce beneficial effects in terms of academic performance and retention (Hattie et al., 1996; Gettinger and Seibert, 2002; Robbins et al., 2004; Wibrowski et al., 2017).”
From How Study Environments Foster Academic Procrastination: Overview and Recommendations (2020) · cites this paper as Gettinger and Seibert, 2002
In the citing paper
“Carroll’s (1963) model holds that one important determinant of learning is the amount of time spent on-task and engaged in learning (Brodhagen & Gettinger, 2012; Gettinger & Seibert, 2002).”
From The effect of stimulant medication on the learning of academic curricula in children with ADHD: A randomized crossover study. (2022) · cites this paper as Gettinger & Seibert, 2002
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Cited by
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
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Metadata
- 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
- 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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