Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance

By E. A. Plant, K. Anders Ericsson, Len Hill, Kia K. Åsberg. 2005

434 citations recorded by the source corpus.

Subfields: Computer Science Applications, Education

View Paper: https://www.semanticscholar.org/paper/1ec6091e4d5f1b2d00e9ebb6f523c1b2f4ffe06c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Science Applications

In Education

Citations in the corpus

Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math (2020, neutral): “Deliberate practice emphasizes 1) extensive and highly focused efforts geared toward improving performance—meaning that students work hard on relevant tasks, 2) scaffolded exercises designed to address specific deficits in understanding or skills, 3) immediate feedback, and 4) repetition (49).”
Academic achievement among first semester undergraduate psychology students: the role of course experience, effort, motives and learning strategies (2010, background): “Subsequent research has generally accepted these findings, but their generalizability may be questioned ( Plant et al. 2005 ).”
Determinants of International Students’ Academic Performance (2010, result): “However, opposite evidence was also shown in the literature, such as the study of Plant et al (2005) who showed an adverse relationship between the total amount of study time and grade point average.”
An expert performance approach to the study of individual differences in self-regulated learning activities in upper-level college students (2012, methodology): “Similarly, with respect to school performance in college, Plant et al. (2005) showed that the total amount of time that college students reported studying was essentially unrelated to grades, but once controlling for previous academic achievement variables, such as high school GPA and SAT (formerly…”
The impact of students' conceptions of constructivist assumptions on academic achievement and drop‐out (2007, result): “This finding is in line with a recent study by Plant et al. (2005).”
Defining and Measuring Academic Success. (2015, background): “Plant et al. (2005) Acquisition of Skills and Competencies Academic success is associated with high academic achievement "The total amount of time that students report studying has often been examined as a potential predictor of success in school.”
The effects of diaries on self-regulation strategies of preservice science teachers (2010, positive): “Schmitz and Wiese (2006) pointed out that the students can monitor and evaluate their self-regulation behaviors by means of diaries. Webber, Scheuermann, McCall, and Coleman (1993) stated that keeping a diary may enhance all self-regulated learning behaviors of students. Moreover, Webber et al. (199”
Developing Self-Regulation Skills: The Important Role of Homework (2011, background): “In addition, Plant et al. (2005) found that the amount of study time was a significant predictor of cumulative GPA only when the quality of study time and prior performance were considered.”
Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students (2015, background): “In keeping with this idea, there is evidence that time studying is not related to achievement (Nandagopal and Ericcson 2012; Plant et al. 2005), suggesting that some of the time that is allotted for studying may in fact not be used adaptively, as in over-organizing.”