Study Skills, Learning Processes and Academic Achievement

Datos Bibliográficos

ID13664508
AutoresBernadette M Gadzella (East Texas State University, autor de correspondencia), Dean W Ginther (East Texas State University), J David Williamson (0000-0003-1865-7249, East Texas State University)
Año1987
Volumen61
Número1
Páginas167-172
Fecha de publicación1987-08-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaPsychological Reports (JOURNAL)
Identificadores de la revistaISSN: 0033-2941 • E-ISSN: 1558-691X
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.2466/pr0.1987.61.1.167
OpenAlexW1968222999
IdiomaEN
Citas recibidas9
Referencias citadas9

Correlations between scores on the Deep Processing Scale of the Inventory of Learning Processes, the CAI Study Skills Test scales and academic achievement as GPA were assessed. Also, differences between deep and shallow processors on study skills were examined for 132 undergraduates from psychology classes. Knowledge of certain study skills is related to a student's facility in deep processing, while knowledge of other study-skills strategies is largely unrelated to deep or shallow processing styles of learning. Deep and shallow processors did not differ significantly on study skills, although mean scores for deep processors were consistently higher

Academic achievement · Cartography · Deep learning · Learning styles · Mathematics education · Scale (ratio · Study Skills · Test (biology · Artificial Intelligence · Computer Science · Ecology · Intelligent Tutoring Systems and Adaptive Learning · Memory Processes and Influences · Psychology · Visual and Cognitive Learning Processes