Discipline-Based Study Skills Support for First-Year Undergraduate Students

2002

140 citations recorded by the source corpus.

Subfields: Education

Citations in the corpus

A framework for transition: supporting 'learning to learn' in higher education (2007, unknown): “But students tend to avoid generic courses because they regard them as irrelevant to their subject (Durkin and Main, 2002).”
The Incidence of Study-Related Stress in International Students in the Initial Stage of the International Sojourn (2008, unknown): “…orientation that addresses academic cultural differences in advance of the start of the course and for in-sessional, discipline-specific study support, which should begin in the 1st week of the new semester, when stress is at its highest (Ackers, 1997; Durkin & Main, 2002; Lord & Dawson, 2002).”
Doing away with ‘study skills’ (2006, unknown): “In addition, students do not recognize generic courses as relevant to their subject (Drummonds et al ., 1998; Durkin & Main, 2002).”
Approaches to Learning by Students in the Biological Sciences: Implications for teaching (2007, unknown): “Provision of study support programmes devoted to teaching students how to learn and delivered within the discipline area have proven successful (Durkin & Main, 2002 ; McGuire, 2004 ; Zeegers & Martin, 2001 ).”
Improving the academic outcomes of undergraduate ESL students: the case for discipline‐based academic skills programs (2009, unknown): “For their two discipline-based programs, attendance rates were 80 and 87%, whereas attendance for the generic study skills program was nil (Durkin & Main, 2002, p. 25).”