Cited by 1,106Innovative Teaching and Learning MethodsEducational Strategies and EpistemologiesEducational and Psychological Assessments

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.

Hattie, John, Biggs, John, Purdie, Nola·1996·Review of Educational Research

DOI 10.3102/00346543066002099

Open this paper in CoChat — free account

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.

Integrity signals

Registry

Crossref · 10.3102/00346543066002099

Cites

90 of 90 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?

Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645
From dissertation abstracts international
(1974) · ACM SIGGRAPH Computer Graphics · doi:10.1145/988616.988619 · Cited by 12,208
Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry
Flavell, J. H. (1979) · American Psychologist · doi:10.1037/0003-066x.34.10.906 · Cited by 11,282 · cited 1×
“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.”
Background
Book Reviews: Statistical Methods for Meta-Analysis Larry V. Hedges and Ingram Olkin New York: Academic Press, 1985. xxii + 369 pp
Wasserman, S. S., Hedges, L. V., & Olkin, I. (1988) · Journal of Educational Statistics · doi:10.2307/1164953 · Cited by 10,377
Motivational and self-regulated learning components of classroom academic performance.
Pintrich, P. R., & De Groot, E. V. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.33 · Cited by 8,332
Statistical Methods for Meta-Analysis.
Freeman, P. R., Hedges, L. V., & Olkin, I. (1986) · Biometrics · doi:10.2307/2531069 · Cited by 4,840
Journal of Experimental Psychology: Human Learning and Memory
Bourne, L. E. (1977) · Cited by 4,328
The educational researcher
Sæverot, H. (2021) · Routledge eBooks · doi:10.4324/9781003193463-8 · Cited by 3,090
The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring
BLOOM, B. S. (1984) · Educational Researcher · doi:10.3102/0013189x013006004 · Cited by 2,734
Advances in Instructional Psychology
(2019) · Routledge eBooks · doi:10.4324/9781315864341 · Cited by 2,538

Show all 90 references

Research works printed but not linked: 23

*Amato JL, 1989, Canadian Journal of Educational Communication, 18, 85
Biggs JB, 1987, Students’ approaches to learning and studying
Biggs JB, 1982, Evaluating the quality of learning: The SOLO taxonomy
10.2307/1175554 · DOI · Paper page
Brown AL, 1983, Handbook of child psychology: Cognitive development, 3, 77
10.2307/1176008 · DOI · Paper page
Feuerstein R, 1969, The Instrumental Enrichment method: An outline of theory and technique
*Feuerstein R, 1979, American Journal of Mental Deficiency, 83, 539
Haller EP, 1988, Educational Researcher, 17, 5
Hattie JA, 1987, International Journal of Educational Research, 11, 187
Henk WA, 1985, National Reading Conference Yearbook, 34, 70
Huang Z, 1992, Dissertation Abstracts International, 52, 3874A
*Judd WA, 1979, Cognitive and affective learning strategies, 133
*Kiewra KA, 1987, Journal of Instructional Psychology, 14, 186
Klesius JP, 1990, Journal of Research and Development in Education, 23, 226
*Kratzing, M, 1992, Learning management practice in the facilitation of learning
*Nist SL, 1989, Journal of Reading, 33, 182
*Purdie NM, 1989, The effect of motivation training on approaches to studying and self-concept in female secondary students
Ramsden P, 1986, Human Learning, 5, 151
*Rand Y, 1981, Frontiers of knowledge in mental retardation, 1, 141
Sanders V, 1980, Paper presented at the Annual Meeting of the Western College Reading Association
*Scruggs TE, 1986, Exceptional Children, 53, 153
*Weinstein CE, 1979, Cognitive and affective learning strategies, 45

Sorted by citations

Items 301–400 of 1,000

Effects of regulated learning scaffolding on regulation strategies and academic performance: A meta-analysis
Shao, J., Chen, Y., Wei, X., Li, X., & Li, Y. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1110086 · Cited by 76
The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study
Vosniadou, S., Bodner, E., Stephenson, H., Jeffries, D., Lawson, M. J., Darmawan, I. N., Kang, S. H. K., Graham, L. E., & Dignath, C. (2024) · Metacognition and Learning · doi:10.1007/s11409-024-09374-1 · Cited by 65
Community College Student Success Variables: A Review of the Literature.
Burns, K. (2010) · Michigan Community College journal · Cited by 40
Confused, now what? A Cognitive-Emotional Strategy Training (CEST) intervention for elementary students during mathematics problem solving
Leo, I. D., & Muis, K. R. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101879 · Cited by 53
Does all coaching enhance objective performance independently evaluated by blind assessors? The importance of the coaching model and content
Franklin, J. A., & Doran, J. (2009) · International Coaching Psychology Review · doi:10.53841/bpsicpr.2009.4.2.128 · Cited by 40
Effect of Paced and Unpaced Practice on Skill Application and Retention: How Much Is Enough?
Péladeau, N., Forget, J., & Gagné, F. (2003) · American Educational Research Journal · doi:10.3102/00028312040003769 · Cited by 39
The Impact of Student Success Skills on Standardized Test Scores
Villares, E., Frain, M. P., Brigman, G. A., Webb, L. D., & Peluso, P. R. (2012) · Counseling Outcome Research and Evaluation · doi:10.1177/2150137811434041 · Cited by 39
The effects of integrated social and cognitive strategy instruction on the mathematics achievement in secondary education
Hoek, D. J., van den Eeden, P., & Terwel, J. (1999) · Learning and Instruction · doi:10.1016/s0959-4752(98)00026-7 · Cited by 39
Meta‐synthesis and comparative meta‐analysis of education research findings: some risks and benefits
Higgins, S. (2016) · Review of Education · doi:10.1002/rev3.3067 · Cited by 41
Evaluation of a Learning Strategies Scale for Middle School Students
Liu, O. L. (2009) · Journal of Psychoeducational Assessment · doi:10.1177/0734282908327935 · Cited by 39
Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation
Renzulli, S. (2015) · NACADA Journal · doi:10.12930/nacada-13-043 · Cited by 37
Self-Regulated Learning in Video Game Environments
Zap, N., & Code, J. (2009) · IGI Global eBooks · doi:10.4018/978-1-59904-808-6.ch042 · Cited by 39
The Role of Social–Emotional Mediators on Middle School Students’ Academic Growth as Fostered by an Evidence‐Based Intervention
Lemberger, M. E., Carbonneau, K. J., Selig, J. P., & Bowers, H. (2018) · Journal of Counseling & Development · doi:10.1002/jcad.12175 · Cited by 40
Unrealistic responses to realistic problems with missing information: what are important barriers?
Krawitz, J., Schukajlow, S., & Dooren, W. V. (2018) · Educational Psychology · doi:10.1080/01443410.2018.1502413 · Cited by 37
Student Success Skills: An Evidence‐Based School Counseling Program Grounded in Humanistic Theory
Villares, E., Lemberger, M. E., Brigman, G. A., & Webb, L. D. (2011) · The Journal of Humanistic Counseling · doi:10.1002/j.2161-1939.2011.tb00105.x · Cited by 36
Using traditional or flipped classrooms to teach “Geriatrics and Gerontology”? Investigating the impact of active learning on medical students’ competences
Lucchetti, A. L. G., Ezequiel, O. D. S., de Oliveira, I. N., Moreira‐Almeida, A., & Lucchetti, G. (2018) · Medical Teacher · doi:10.1080/0142159x.2018.1426837 · Cited by 36
Thinking Skill Frameworks for Post-16 Learners: An Evaluation. A Research Report for the Learning and Skills Research Centre.
Moseley, D. V., Baumfield, V. M., Higgins, S., Mei, L., Miller, J., Newton, D., Robson, S., Elliott, J., & Gregson, M. (2004) · Cited by 36
From college to university: looking backwards, looking forwards
Christie, H., Cree, V. E., Hounsell, J., McCune, V., & Tett, L. (2006) · Research in Post-Compulsory Education · doi:10.1080/13596740600916591 · Cited by 36
Self-directed adult learning in a ubiquitous learning environment : A meta-review
Stubbé, H. E., & Theunissen, N. C. M. (2008) · TNO Repository · Cited by 36
Validade incremental da Escala de Abordagens de Aprendizagem (EABAP)
Gomes, C. M. A., & Golino, H. F. (2012) · Psicologia Reflexão e Crítica · doi:10.1590/s0102-79722012000400001 · Cited by 43
Big Data and Digital Aesthetic, Arts, and Cultural Education: Hot Spots of Current Quantitative Research
Christ, A., Penthin, M., & Kröner, S. (2019) · Social Science Computer Review · doi:10.1177/0894439319888455 · Cited by 35
The effects of four instructional strategies on English learners’ English reading comprehension: A meta-analysis
Li, J., Tong, F., Irby, B. J., Lara‐Alecio, R., & Rivera, H. H. (2021) · Language Teaching Research · doi:10.1177/1362168821994133 · Cited by 35
Estrategias de aprendizaje en estudiantes universitarios. Un aporte a la construcción del Espacio Europeo de Educación Superior
Herrera-Torres, L., & Quiles, O. L. (2009) · Dialnet (Universidad de la Rioja) · Cited by 35
At-Risk Ninth-Grade Students: A Psychoeducational Group Approach to Increase Study Skills and Grade Point Averages
Kayler, H., & Sherman, J. (2009) · Professional School Counseling · doi:10.5330/psc.n.2010-12.434 · Cited by 35
The rich get richer: Students’ discounting of hypothetical delayed rewards and real effortful extra credit
Silva, F. J., & Gross, T. F. (2004) · Psychonomic Bulletin & Review · doi:10.3758/bf03196747 · Cited by 35
Australian Journal of Learning Disabilities
Wheldall, K., Coltheart, M., Greaves, D., Kraayenoord, C. E. V., de Lemos, M., & Westwood, P. S. (2007) · Cited by 35
Effective teaching practices for students with and without learning difficulties: Constructivism as a legitimate theory of learning AND of teaching?
Rowe, K. (2006) · ACEReSearch Repository (Australian Council for Educational Research) · Cited by 35
A systematic review and meta-analysis on TPACK-based interventions from a perspective of knowledge integration
Fabian, A., Backfisch, I., Kirchner, K., & Lachner, A. (2024) · Computers and Education Open · doi:10.1016/j.caeo.2024.100200 · Cited by 34
Setting formative assessments in real-world contexts to facilitate self-regulated learning
Tay, H. Y. (2015) · Educational Research for Policy and Practice · doi:10.1007/s10671-015-9172-5 · Cited by 34
A Synthesis of Causal Evidence Linking Non-Cognitive Skills to Later Outcomes for Children and Adolescents
Gutman, L. M., & Schoon, I. (2016) · SensePublishers eBooks · doi:10.1007/978-94-6300-591-3_9 · Cited by 41
Sintomas depressivos, estratégias de aprendizagem e rendimento escolar de alunos do ensino fundamental
Cruvinel, M., & Boruchovitch, E. (2004) · Psicologia em Estudo · doi:10.1590/s1413-73722004000300005 · Cited by 34
Interactivity in professional online learning: A review of research based studies
Maor, D., & Volet, S. (2007) · Australasian Journal of Educational Technology · doi:10.14742/ajet.1268 · Cited by 34
Intervenciones y Factores Contextuales del Aula que Promueven la Auto-regulación del Aprendizaje: Dos Intervenciones en el Aula Primaria en el Reino Unido
Pino‐Pasternak, D., Basilio, M., & Whitebread, D. (2014) · Psykhe (Santiago) · doi:10.7764/psykhe.23.2.739 · Cited by 36
Innovative learning and developments in motivation and achievement in upper primary school
Hornstra, L., van der Veen, I., Peetsma, T. T. D., & Volman, M. L. L. (2014) · Educational Psychology · doi:10.1080/01443410.2014.922164 · Cited by 33
Developmental differences in young children's self-regulation
Zachariou, A., & Whitebread, D. (2019) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2019.02.002 · Cited by 33
A metacognitive retrieval practice intervention to improve undergraduates’ monitoring and control processes and use of performance feedback for classroom learning.
Cogliano, M., Bernacki, M. L., & Kardash, C. M. (2020) · Journal of Educational Psychology · doi:10.1037/edu0000624 · Cited by 46
A construção de uma escala de estratégias de aprendizagem para alunos do ensino fundamental
Boruchovitch, E., dos Santos, A. A. A., da Costa, E. R., Neves, E. R. C., Cruvinel, M., Primi, R., & Guimarães, S. É. R. (2006) · Psicologia Teoria e Pesquisa · doi:10.1590/s0102-37722006000300006 · Cited by 33
Providing or designing? Constructing models in primary maths education
van Dijk, I. M. A. W., van Oers, B., & Terwel, J. (2003) · Learning and Instruction · doi:10.1016/s0959-4752(01)00037-8 · Cited by 33
A Synthesis of Academic Interventions for Incarcerated Adolescents
Wexler, J., Pyle, N., Flower, A., Williams, J. L., & Cole, H. (2013) · Review of Educational Research · doi:10.3102/0034654313499410 · Cited by 33
Primary Strategies for Promoting Homework Performance
Eilam, B. (2001) · American Educational Research Journal · doi:10.3102/00028312038003691 · Cited by 33
Self‐regulated learning in healthcare profession education: theoretical perspectives and research methods
Artino, A. R., Brydges, R., & Gruppen, L. D. (2015) · Wiley eBooks · doi:10.1002/9781118838983.ch14 · Cited by 34
An Examination of Mindset Instruction, Self-Regulation, and Writer’s Workshop on Kindergarteners’ Writing Performance and Motivation: A Mixed-Methods Study
Schrodt, K., Elleman, A. M., FitzPatrick, E. R., Hasty, M. M., Kim, J. K., Tharp, T. J., & Rector, H. (2019) · Reading & Writing Quarterly · doi:10.1080/10573569.2019.1577778 · Cited by 41
Implementation of self-regulatory instruction to promote students’ achievement and learning strategies in the high school chemistry classroom
Akbulut, C. K., & Uzuntiryaki-Kondakçı, E. (2020) · Chemistry Education Research and Practice · doi:10.1039/c9rp00297a · Cited by 32
Does Individual Performance Feedback Increase the Use of Retrieval Practice?
Hui, L., de Bruin, A. B. H., Donkers, J. H. H. L. M., & van Merriënboer, J. J. G. (2021) · Educational Psychology Review · doi:10.1007/s10648-021-09604-x · Cited by 39
Can a long-term continuing education course in patient counselling promote a change in the practice of Finnish community pharmacists?
Kansanaho, H. M., Pietilä, K., & Airaksinen, M. (2003) · International Journal of Pharmacy Practice · doi:10.1211/0022357021945 · Cited by 32
A Challenge-Feedback Learning Approach to Teaching International Business
Sternad, D. (2015) · Journal of Teaching in International Business · doi:10.1080/08975930.2015.1124355 · Cited by 31
The effect of metacognitive monitoring feedback on performance in a computer-based training simulation
Kim, J. H. (2017) · Applied Ergonomics · doi:10.1016/j.apergo.2017.10.006 · Cited by 34
Improving metacognition through self-explication in a digital self-regulated learning tool
Braad, E., Degens, N., Barendregt, W., & IJsselsteijn, W. A. (2022) · Educational Technology Research and Development · doi:10.1007/s11423-022-10156-2 · Cited by 56
Dificultades de aprendizaje en estudiantes universitarios de primer año
Pérez, M. V. V., Castellanos, M. V., Alejandro Díaz, M., González-Pienda, J. A., & Núñez, J. C. (2013) · Atenea · doi:10.4067/s0718-04622013000200010 · Cited by 31
The Role of Self-Regulatory and Metacognitive Competence in the Motor Performance Difficulties of Children with Developmental Coordination Disorder: A Theoretical and Empirical Review
Jokić, C. S., & Whitebread, D. (2010) · Educational Psychology Review · doi:10.1007/s10648-010-9148-1 · Cited by 37
Development Of The Approaches To Work And Workplace Climate Questionnaires For Physicians
Kirby, J. R., Delva, M. D., Knapper, C. K., & Birtwhistle, R. (2003) · Evaluation & the Health Professions · doi:10.1177/0163278702250097 · Cited by 31
THE INFLUENCE OF NONCOGNITIVE DOMAINS ON ACADEMIC ACHIEVEMENT IN K‐12
Lee, J., & Shute, V. J. (2009) · ETS Research Report Series · doi:10.1002/j.2333-8504.2009.tb02191.x · Cited by 35
Fostering High-School Students’ Self-Regulated Learning Online and Across Academic Domains
Greene, J. A., Bolick, C. M., Caprino, A. M., Deekens, V. M., McVea, M., Yu, S. B., & Jackson, W. P. (2015) · The High School journal/The High school journal · doi:10.1353/hsj.2015.0019 · Cited by 33
Structuring Group Interaction to Promote Thinking and Learning During Small Group Learning in High School Settings
Huber, G. L., & Huber, A. A. (2007) · Springer eBooks · doi:10.1007/978-0-387-70892-8_6 · Cited by 31
Metacognition and Reading Comprehension: Current Trends in Theory and Research.Preprint
El-Koumy, A. S. A. (2004) · SSRN Electronic Journal · doi:10.2139/ssrn.2364871 · Cited by 15
Table of Contents
(2008) · ASHE Higher Education Report · doi:10.1002/aehe.3401 · Cited by 32
Effect of Exam Wrappers on Student Achievement in Multiple, Large STEM Courses
Hodges, L. C., Beall, L. C., Anderson, E. C., Carpenter, T. S., Cui, L., Feeser, E., Gierasch, T., Nanes, K. M., Perks, H. M., & Wagner, C. (2020) · Journal of College Science Teaching · doi:10.1080/0047231x.2020.12290677 · Cited by 30
The influence of student gender on the assessment of undergraduate student work
Birch, P. D. J., Batten, J. C., & Batey, J. (2015) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2015.1064857 · Cited by 32
Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience
Arnold, J. (2022) · Review of Education · doi:10.1002/rev3.3366 · Cited by 30
How can positive and negative trainer feedback in the operating theatre impact a surgical trainee’s confidence and well-being: a qualitative study in the north of England
Kamali, D., & Illing, J. C. (2018) · BMJ Open · doi:10.1136/bmjopen-2017-017935 · Cited by 31
The mediation effect of student self-efficacy between teaching approaches and science achievement: findings from 2011 TIMSS US data
Gao, S., Long, H., Li, D., & Yang, L. (2019) · Social Psychology of Education · doi:10.1007/s11218-019-09534-1 · Cited by 30
The Impact of Writing Assignments on Student Learning: Should Writing Assignments Be Structured or Unstructured?
Dynan, L., & Cate, T. (2009) · International Review of Economics Education · doi:10.1016/s1477-3880(15)30078-5 · Cited by 30
Formal Academic Mentoring: A pilot scheme for first-year science students at a regional university
Quinn, F., Muldoon, R., & Hollingworth, A. (2002) · Mentoring & Tutoring Partnership in Learning · doi:10.1080/13611260220133126 · Cited by 30
Schooling and the Mental Health of Children and Adolescents in the United States
Roeser, R. W., & Eccles, J. S. (2014) · Springer eBooks · doi:10.1007/978-1-4614-9608-3_9 · Cited by 35
Assessment of learning strategies: self-report questionnaire or learning task
Kikas, E., & Jõgi, A. (2015) · European Journal of Psychology of Education · doi:10.1007/s10212-015-0276-3 · Cited by 31
Mediating Role of Self-efficacy and Usefulness Between Self-regulated Learning Strategy Knowledge and its Use
Cerezo, R., Fernández, E., Amieiro, N., Valle, A., Rosário, P. J. S. L. F., & Núñez, J. C. (2018) · Revista de Psicodidáctica (English ed ) · doi:10.1016/j.psicoe.2018.09.001 · Cited by 37
The effects of curricula and assessment on pedagogical approaches and on educational outcomes
Carr, M., McGee, C., Jones, A., McKinley, E., Bell, B. F., Barr, H., & Simpson, T. A. (2005) · Research Commons (University of Waikato) · Cited by 30
Self‐Regulated Learning
Schraw, G. J., Kauffman, D. F., & Lehman, S. (2005) · Wiley eBooks · doi:10.1002/0470018860.s00671 · Cited by 38
Are metacognition interventions in young children effective? Evidence from a series of meta-analyses
Eberhart, J., Ingendahl, F., & Bryce, D. (2024) · Metacognition and Learning · doi:10.1007/s11409-024-09405-x · Cited by 60
Fostering pupils’ lifelong learning competencies in the classroom: evaluation of a training programme using a multivariate multilevel growth curve approach
Lüftenegger, M., Finsterwald, M., Klug, J., Bergsmann, E., van de Schoot, R., Schober, B., & Wagner, P. (2015) · European Journal of Developmental Psychology · doi:10.1080/17405629.2015.1077113 · Cited by 31
Promoting self-regulated learning of preschoolers through indirect intervention: a two-level approach
Venitz, L., & Perels, F. (2018) · Early Child Development and Care · doi:10.1080/03004430.2018.1434518 · Cited by 29
An intervention study for the development of self-regulated learning skills
Cazan, A. (2020) · Current Psychology · doi:10.1007/s12144-020-01136-x · Cited by 29
The Impact of Narrative Feedback, E-Learning Modules and Realistic Video and the Reduction of Misconception
Halim, A., Mahzum, E., Yacob, M., Irwandi, I., & Halim, L. (2021) · Education Sciences · doi:10.3390/educsci11040158 · Cited by 29
Exploring the impact of self-regulated learning intervention on students' strategy use and performance in a design studio course
Akdeniz, A. A. (2022) · International Journal of Technology and Design Education · doi:10.1007/s10798-022-09798-3 · Cited by 42
Fostering Analysis in Historical Inquiry Through Multimedia Embedded Scaffolding
Hicks, D. L., & Doolittle, P. E. (2008) · Theory & Research in Social Education · doi:10.1080/00933104.2008.10473373 · Cited by 32
Communication technology use and study skills
Thompson, P. (2017) · Active Learning in Higher Education · doi:10.1177/1469787417715204 · Cited by 30
Theoretical Perspectives for Developmental Education
Lundell, D. B., & Higbee, J. L. (2001) · Cited by 29
Student’s perceptions of quality learning in a Malaysian university – a mixed method approach
Choy, S. C., Yim, J. S.-C., & Tan, P. L. (2017) · Quality Assurance in Education · doi:10.1108/qae-12-2016-0088 · Cited by 28
Faith in Frames: Constructing a Digital Game‐Based Learning Framework for Religious Education
Papakostas, C. (2024) · Teaching Theology & Religion · doi:10.1111/teth.12685 · Cited by 56
Beyond performance data: Improving student help seeking by collecting and displaying influential data in an online middle‐school science curriculum
Daley, S. G., Hillaire, G., & Sutherland, L. M. (2014) · British Journal of Educational Technology · doi:10.1111/bjet.12221 · Cited by 28
The new higher education reality: what is an appropriate model to address the widening participation agenda?
Dawson, P., Charman, K., & Kilpatrick, S. (2013) · Higher Education Research & Development · doi:10.1080/07294360.2013.776520 · Cited by 34
Is Feedback a Waste of Time? The Students’ Perspective
Doan, L. (2013) · Journal of Perspectives in Applied Academic Practice · doi:10.14297/jpaap.v1i2.69 · Cited by 28
Predicting students’ learning strategies: The contribution of chronotype over personality
Ruffing, S., Hahn, E., Spinath, F. M., Brünken, R., & Karbach, J. (2015) · Personality and Individual Differences · doi:10.1016/j.paid.2015.04.048 · Cited by 28
Learning social studies: An evidence-based approach.
Hicks, D. L., van Hover, S. D., Doolittle, P. E., & VanFossen, P. J. (2011) · American Psychological Association eBooks · doi:10.1037/13275-012 · Cited by 30
Using Reading Strategy Training to Foster Students’ Mathematical Modelling Competencies: Results of a Quasi-Experimental Control Trial
Hagena, M., Leiß, D., & Schwippert, K. (2017) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.12973/eurasia.2017.00803a · Cited by 28
Current Views on Cognitive Education: A Critical Discussion and Future Perspectives
Hessels, M. G. P., & Hessels-Schlatter, C. (2013) · Journal of Cognitive Education and Psychology · doi:10.1891/1945-8959.12.1.108 · Cited by 30
Improving Learning and Study Strategies in Undergraduate Medical Students: A Pre-Post Study
Sisa, I., Garcés, M. S., Crespo‐Andrade, C., & Tobar, C. (2023) · Healthcare · doi:10.3390/healthcare11030375 · Cited by 27
Mentoring underrepresented students for success: Self-regulated learning strategies as a critical link between mentor support and educational attainment
Tise, J. C., Hernandez, P. R., & Schultz, P. W. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102233 · Cited by 37
How do pre-service teacher education students respond to assessment feedback?
Grainger, P. (2015) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2015.1096322 · Cited by 27
Differential impact of two types of metacognitive prompting provided during simulation-based training
Fiorella, L., Vogel-Walcutt, J. J., & Fiore, S. M. (2011) · Computers in Human Behavior · doi:10.1016/j.chb.2011.11.017 · Cited by 34
ENHANCING SELF‐REGULATORY SKILLS THROUGH AN INTERVENTION EMBEDDED IN A MIDDLE SCHOOL MATHEMATICS CURRICULUM
Digiacomo, G., & Chen, P. P. (2016) · Psychology in the Schools · doi:10.1002/pits.21929 · Cited by 28
Effects of a Science of Learning Course on College Students’ Learning With a Computer
Greene, J. A., Lobczowski, N. G., Freed, R., Cartiff, B. M., Demetriou, C., & Panter, A. T. (2019) · American Educational Research Journal · doi:10.3102/0002831219865221 · Cited by 28
Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective
Beekman, K., Brinke, D. J.-T., & Boshuizen, H. P. A. (2015) · Cogent Education · doi:10.1080/2331186x.2015.1071233 · Cited by 33
Professional Development and the Profession
Havnes, A., & Smeby, J. (2014) · Springer international handbooks of education · doi:10.1007/978-94-017-8902-8_34 · Cited by 30
Student Success Skills:Tools and Strategies for Improved Academic and Social Outcomes
Webb, L. D., & Brigman, G. A. (2006) · Professional School Counseling · doi:10.5330/prsc.10.2.9612807w81q8v374 · Cited by 27
Feedback for thought: examining the influence of feedback constituents on learning experience
Aoun, C., Vatanasakdakul, S., & Ang, K. (2016) · Studies in Higher Education · doi:10.1080/03075079.2016.1156665 · Cited by 27
An investigation into successful learning: Measuring the impact of learning orientation, a primary learner-difference variable, on learning
Martinez, M. (1999) · Cited by 27
Individuelle Lernstrategien von Studierenden. Konsequenzen für die Hochschuldidaktik und die Hochschullehre
Wild, K.-P. (2005) · BzL - Beiträge zur Lehrerinnen- und Lehrerbildung · doi:10.36950/bzl.23.2.2005.10089 · Cited by 27
The effect of a short integrated study skills programme for first-year medical students at risk of failure: A randomised controlled trial
Stegers‐Jager, K. M., Cohen‐Schotanus, J., & Themmen, A. P. N. (2012) · Medical Teacher · doi:10.3109/0142159x.2012.733836 · Cited by 26
Critical Thinking : Conceptual Perspectives and Practical Guidelines
Dwyer, C. P. (2017) · Cited by 26

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
Publisher: American Educational Research Association (AERA)
Published: 1996-06
Volume: 66
Issue: 2
Pages: 99-136
ISSN: 0034-6543 (ISSN-L)
1935-1046
DOI: 10.3102/00346543066002099
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
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
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

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

Effects of learning skills interventions on student learning: a meta-analysis.

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