We examined the effects of individual learning (group A), co-operative learning (group 13), co-operative learning with instruction (group C) , and non-attendance (group 1)) on achievement in an introductory psychology course for 72 university students. The effect of learned resourcefulness on workshop attendance also was examined, as previous research has shown that people possessing low resourcefulness scores are more likely to drop out of programmes promoting academic achievement. Participants completed Rosenbaum's Self-Control Schedule (SCS) measuring learned resourcefulness skills prior to group assignment and the Co-operative Learning Questionnaire (CLQ) assessing the use of group processing skills at the 3-week follow up. At different times, groups A, t3, and C attended a workshop on academic self-management skills. These groups were asked to use the stir-management skills described to help them prepare for the forthcoming test in psychology. Groups B and C members selected a partner to study with, but only group C members received an additional workshop on group processing. In support of previous research, students having low SCS scores were found to be more likely to drop out from the study than students having high SCS scores. Also, participants working with a partner showed academic benefits. Students receiving instruction (group C), however, used more effective group processing strategies than students who did not receive instruction. Nonetheless, students" use of group processing strategies was positively related to resourcefulness regardless of whether instruction was provided.