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An Assessment of Self Regulation, Study Skills Instruction, and Measures of Ability on Academic Performance

Ryan, Kathleen A.
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1570783750515214

Abstract Details

1980, Doctor of Philosophy (Ph.D.), Bowling Green State University, Psychology.
Self-regulation of study behaviors and training in effective study skills are two methods that have been used to improve student academic performance. Both methods, however, have not been reliable in producing positive results. The purpose of this study was to determine if student academic aptitude or student study habits affect the extent to which self-regulation procedures and study skills training increase academic performance. The question asked was whether a method optimal for one student was also optimal for others. Participants were 356 students enrolled in 10 sections of introductory psychology. Five experimental conditions, each consisting of two sections, differed in the instructions given to students in the beginning of the course. Students in the self-regulation condition were instructed to monitor and record certain study behaviors on a regular basis. Students in the study skills condition were instructed in the SQ3R Study Method. A third condition required students to both self-regulate their study behaviors and learn the SQ3R Study Method. A fourth "no treatment” condition simply required students to complete chapter outlines. A fifth condition was also a no treatment condition but did not require chapter outlines. The measure of student aptitude was scores on the American College Test (ACT). The measure of student study habits was scores on the Brown-Holtzman Survey of Study Habits and Attitudes (SSHA). Measures used to evaluate the results were total number of points earned on all five exams scheduled during the school term and scores on a comprehensive final exam. Regression analysis showed significant aptitude-treatment and study habits-treatment interactions for both midterm tests and final exam scores. The combined treatment of self-regulation procedures and study skills training benefited above average students more than either treatment alone. Above average students with self-regulation procedures performed slightly better than comparable students with study skills training. Self-regulation benefited students who scored high on the Delay Avoidance subscale of the SSHA more than those with study skills training. On the other hand, study skills training benefited students who scored high on the Work Methods subscale. The present study found that both self-regulation procedures and study skills training benefited above average students while not helping below average students. This finding implies that the focus of these two treatment programs towards helping low ability students may have, in the past, been misplaced.
Pietro Badia (Advisor)
Psychology

Recommended Citations

Citations

  • Ryan, K. A. (1980). An Assessment of Self Regulation, Study Skills Instruction, and Measures of Ability on Academic Performance [Doctoral dissertation, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1570783750515214

    APA Style (7th edition)

  • Ryan, Kathleen. An Assessment of Self Regulation, Study Skills Instruction, and Measures of Ability on Academic Performance. 1980. Bowling Green State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1570783750515214.

    MLA Style (8th edition)

  • Ryan, Kathleen. "An Assessment of Self Regulation, Study Skills Instruction, and Measures of Ability on Academic Performance." Doctoral dissertation, Bowling Green State University, 1980. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1570783750515214

    Chicago Manual of Style (17th edition)

bgsu1570783750515214
251
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