Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance

By Marcus Crede, N. Kuncel. Perspectives on Psychological Science, 2008

824 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2004191a30fd07b5e7d437e59f1aa1cb3b8fb2da

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In Education

In Experimental and Cognitive Psychology

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Citations in the corpus

Which one works best? Considering the relative importance of motivational regulation strategies (2017, background): “This assumption parallels the discussion on the effectiveness of cognitive learning strategies, which also varies depending on the respective outcome (e.g., Credè & Kuncel, 2008).”
Fact and Fiction in Cognitive Ability Testing for Admissions and Hiring Decisions (2010, background): “In the academic domain, measures designed to capture aspects of study habits, attitudes, and skills (which have moderate associations with personality traits) produce corrected correlations with grades earned of .40 or higher (Crede & Kuncel, 2007).”
Performance-Approach Goal Effects Depend on How They Are Defined: Meta-Analytic Evidence From Multiple Educational Outcomes (2017, background): “…despite its flaws, is facilitated by many learningrelated outcomes widely hailed in the field, such as self-efficacy and self-regulation (Credé & Kuncel, 2008; Robbins et al., 2004), and hindered by others widely denounced, such as self-handicapping (Schwinger, Wirtheim, Lemmer, &…”
Focusing on how students study (2010, background): “Similarly, while clearly establishing the link between study behaviors and performance, large meta-analytical studies (Crede and Kuncel, 2008; Hattie, 2009) do not provide specific prescriptions of how exactly students should study.”
Evidence for the Latent Factor Structure of the MSLQ (2013, methodology): “Despite these vagaries, the instrument has been administered in many different classroom and school settings to predict student performance with a good degree of consistency (Crede & Kuncel, 2008; Duncan & McKeachie, 2005).”
Do First-Year Seminars Improve College Grades and Retention? A Quantitative Review of Their Overall Effectiveness and an Examination of Moderators of Effectiveness (2016, background): “…motivational factors such as study attitudes, achievement motivation, and First-Year Seminar Review even simple class attendance that have exhibited relatively strong relationships with college grades (e.g., Credé & Kuncel, 2008; Credé, Roch, & Kieszczynka, 2010; Lotkowski, Robbins, & Noeth, 2004).”
Much Ado About Grit: A Meta-Analytic Synthesis of the Grit Literature (2017, background): “…predictors and determinants of academic performance has been spurred by meta-analytic findings that variables such as study habits and study skills (Credé & Kuncel, 2008; Robbins et al., 2004), personality traits such as conscientiousness (Poropat, 2009, 2014), test anxiety (Hembree, 1988; Seipp,…”
Influence of Student Learning Experience on Academic Performance: The Mediator and Moderator Effects of Self-Regulation and Motivation. (2012, background): “A review of literature revealed that effective studying requires not only that the student possesses knowledge of appropriate study skills, but also a positive attitude towards learning, together with substantial motivation and self‐regulation (Reason et al, 2006 ; Crede & Kuncel, 2008 ; Roeser & ”
Strategies for success in education: Time management is more important for part-time than full-time community college students (2012, background): “Crede and Kuncel (2008) suggest that the relationship between personality and academic performance is mediated by study attitudes and habits such as time management practices.”
Class Attendance in College (2010, background): “…the importance of class attendance and thereby assist in the continuing development of theoretical models of student performance that acknowledge both student characteristics and student behaviors (e.g., Credé & Kuncel, 2008) but also is likely to have important practical and policy implications.”
Adaptability, engagement and academic achievement at university (2017, background): “We focused on behavioural engagement as this reflects the outward manifestations of student motivation (Skinner, Kindermann, & Furrer, 2009) that have been shown to be highly important for university success (e.g. Credé & Kuncel, 2008; Johnson et al., 2015).”
Student Ownership of Learning as a Key Component of College Readiness (2014, background): “…and standardized achievement test scores, high school grades, college and graduate school GPA, and college retention, and success later in life (Credé & Kuncel, 2008; Duckworth et al., 2007; Duckworth & Quinn, 2009; Dweck et al., 2011; Richardson et al., 2012; Robbins et al., 2004; Rutter,…”