The DOI matches its Crossref record; 90 of the 90 references it cites were found in a registry or an index.
Effects of learning skills interventions on student learning: a meta-analysis.
Abstract
The aim of this review is to identify features of study skills interventions that are likely to lead to success. Via a meta-analysis we examine 51 studies in which interventions aimed to enhance student learning by improving student use of either one or a combination of learning or study skills. Such interventions typically focused on task-related skills, self-management of learning, or affective components such as motivation and self-concept. Using the SOLO model ( Biggs & Collis, 1982 ), we categorized the interventions (a) into four hierarchical levels of structural complexity and (b) as either near or far in terms of transfer. The results support the notion of situated cognition, whereby it is recommended that training other than for simple mnemonic performance should be in context, use tasks within the same domain as the target content, and promote a high degree of learner activity and metacognitive awareness.
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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 Hattie et al., 1996
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“They again use a strong top-down approach, developing a model of intervention from the theories of Gagne (1980), Steinberg (1983), and metacognitive theorists such as Flavell (1979) and A. L. Brown (1978) together with a review of intervention studies.”
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Metadata
- Authors
- Hattie, J., Biggs, J., & Purdie, N.
- Affiliations
- University of North Carolina at Greensboro (US)
- University of Hong Kong (HK)
- Queensland University of Technology (AU)
- ORCID
- Hattie, John
- Venue
- Review of Educational Research
- Published
- 1996-06
- Volume
- 66
- Issue
- 2
- Pages
- 99-136
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2097728333
- Cited by
- 1,106
- References
- 90
- Citations by year
- 2026: 15 · 2025: 31 · 2024: 39 · 2023: 49 · 2022: 42 · 2021: 53 · 2020: 46 · 2019: 56 · 2018: 68 · 2017: 44 · 2016: 48 · 2015: 64 · 2014: 54 · 2013: 53 · 2012: 50
- FWCI
- 4.58
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Review of Educational Research (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 › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Keywords
- learning skills, student learning, SOLO taxonomy, situated cognition, metacognitive awareness, learning self-management, motivation, self-concept, transfer of learning
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