An Evaluation of a Study Skills Course

Shaw, James G.

doi:10.1002/j.2164-4918.1955.tb01642.x

Cited by 6 publications

(3 citation statements)

References 7 publications

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“…Additional confirmation of the success of reading effectiveness programs was shown by Barbe (1952), Mouly (1952), andMcDonald (1957), all of whom found between-group differences in reading effectiveness. Similar results were reported by Shaw (1955) and by Haslam and Brown (1968).…”

Section: Underachievement As Skills Deficitsupporting

confidence: 95%

Toward a multimodal theory of academic underachievement

Krouse

1981

Educational Psychologist

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Section: Underachievement As Skills Deficitsupporting

confidence: 95%

Toward a multimodal theory of academic underachievement

Krouse

1981

Educational Psychologist

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“…The difficulty in evaluating the literature on outcomes in unequivocal terms stems in the main from its methodological deficits. One finds lack of good experimental design, failure to use the proper control groups for motivation or baseline factors (Charles, 1951;Gazda & Ohlsen, 1961;Hoyt, 1955;Ransom, 1955;Shaw, 1955;Stewart, 1958;Tresselt & Richlin, 1951;Winborn & Schmidt, 1962), or failure to use control groups ; altogether (Arbuckle, 1949;Calia, 1957;Froelich, 1958;Hewer, 1959;McGowan, 1962;Robinson, 1945;Wittenborn, 1944). There is a heavy reliance upon "beforeafter" studies and an almost predominant use of immediate rather than long-term criterion measures.…”

Section: The Problemmentioning

confidence: 99%

Evaluation of a group counseling procedure.

Ofman¹

1964

Journal of Counseling Psychology

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In evaluating the effectiveness of a group counseling procedure five groups of 60 students each were compared. Results indicated that the groups, while comparable in ability, differed in initial gpa. As a function of counseling, the Experimental Group's gpa became comparable to the Baseline Group's, and significantly higher than the Control and Dropout Group's gpa. The Wait Group did not improve until after counseling. Gpas of the Control and Dropout Groups did not improve at all. Since this investigation stressed the control of relevant baseline, temporal (criterion measures were taken over eight semesters) and critical motivational variables, it was concluded that the group counseling procedure described was effective in improving scholastic behavior.

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“…There is considerable evidence that at least some college students benefit from supervised training in educational skills (ES) (Blake, 1955;Robinson, 1961;Shaw, 1955). Studies of the personality characteristics of achieving and nonachieving students, without regard to ES, have shown that these two groups of students exhibit significantly different personality characteristics (Hackett, 1960;Krug, 1959;Merrill & Murphy, 1959;Middleton & Guthrie, 1959).…”

mentioning

confidence: 99%

Comparison of improvers and nonimprovers in an educational skills course.

Fretz¹,

Schmidt²

1967

Journal of Counseling Psychology

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Students who improved academically after an educational skills course exhibited a significant preference for a judging attitude, in contrast to a perceptive one (on Myers-Briggs Type Indicator), in dealing with their environment. It was suggested that present educational skills courses might more readily meet the needs of the more organized "judging types" while failing to meet those of the less organized, vacillating types.

show abstract

An Evaluation of a Study Skills Course

Cited by 6 publications

References 7 publications

Toward a multimodal theory of academic underachievement

Toward a multimodal theory of academic underachievement

Evaluation of a group counseling procedure.

Comparison of improvers and nonimprovers in an educational skills course.

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