Contributions of Study Skills to Academic Competence

By M. Gettinger, Jill K. Seibert. 2002

318 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/aff87d2639a8b68accc22bb37e5f8bd0fc2418be

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Focusing on how students study (2010, background): “…behaviors into main four categories: repetition-based (e.g., flashcards), cognitive-based (e.g., studying with a friend), procedural (e.g., time management), and metacognitive (e.g., taking quizzes to test selfknowledge; for more details see Gettinger and Seibert, 2002; Tamblin and Ward, 2006).”
Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance (2008, background): “This ability to adapt study behaviors to the demand characteristics of the particular learning tasks has been termed metacognition and self-regulation ability (e.g., Biggs, 1985; Gettinger & Seibert, 2002; Ley & Young, 1998).”
Self-Regulation Empowerment Program: A School-Based Program to Enhance Self-Regulated and Self-Motivated Cycles of Student Learning. (2004, background): “Gettinger and Seibert (2002) noted, “most of what is known about study skills among secondary students is derived from self-report methods, such as interviews, studentcompleted checklists, or self-ratings” (p.”
Teaching Learning Strategies to Increase Success of First-Term College Students (2011, background): “Furthermore, students’ academic competence depends on the knowledge of how to use effective study strategies (Gettinger & Seibert, 2002 ).”
Academic Engagement: Current Perspectives on Research and Practice (2002, background): “Like the other enablers discussed in this issue of School Psychology Review (i.e., study skills, Gettinger & Seibert, 2002; motivation, Linnenbrink & Pintrich, 2002; and interpersonal skills, Wentzel & Watkins, 2002), evidence exists linking each of these enablers to academic achievement status,…”
A Comparison of the Metacognitive Reading Strategies Used by EFL and ESL Readers. (2010, background): “In effect, successful people are good strategy users; they know how to use a variety of goal-specific tactics, execute a planned sequence, and monitor their use (Weinstein & Mayer, 1985; Weinstein & Underwood, 1985; Gettinger & Seibert, 2002; Adams & Hamm, 1994).”