CoChat
Sign Up
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.

Overview

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.

Verification

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?

Citations

Cites

Show all 90 references

Research works printed but not linked: 23

  1. *Amato JL, 1989, Canadian Journal of Educational Communication, 18, 85
  2. Biggs JB, 1987, Students’ approaches to learning and studying
  3. Biggs JB, 1982, Evaluating the quality of learning: The SOLO taxonomy
  4. 10.2307/1175554 · DOI · Paper page
  5. Brown AL, 1983, Handbook of child psychology: Cognitive development, 3, 77
  6. 10.2307/1176008 · DOI · Paper page
  7. Feuerstein R, 1969, The Instrumental Enrichment method: An outline of theory and technique
  8. *Feuerstein R, 1979, American Journal of Mental Deficiency, 83, 539
  9. Haller EP, 1988, Educational Researcher, 17, 5
  10. Hattie JA, 1987, International Journal of Educational Research, 11, 187
  11. Henk WA, 1985, National Reading Conference Yearbook, 34, 70
  12. Huang Z, 1992, Dissertation Abstracts International, 52, 3874A
  13. *Judd WA, 1979, Cognitive and affective learning strategies, 133
  14. *Kiewra KA, 1987, Journal of Instructional Psychology, 14, 186
  15. Klesius JP, 1990, Journal of Research and Development in Education, 23, 226
  16. *Kratzing, M, 1992, Learning management practice in the facilitation of learning
  17. *Nist SL, 1989, Journal of Reading, 33, 182
  18. *Purdie NM, 1989, The effect of motivation training on approaches to studying and self-concept in female secondary students
  19. Ramsden P, 1986, Human Learning, 5, 151
  20. *Rand Y, 1981, Frontiers of knowledge in mental retardation, 1, 141
  21. Sanders V, 1980, Paper presented at the Annual Meeting of the Western College Reading Association
  22. *Scruggs TE, 1986, Exceptional Children, 53, 153
  23. *Weinstein CE, 1979, Cognitive and affective learning strategies, 45

Cited by

Sorted by citations

Items 801–900 of 1,000

Related

See all

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
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