Relationships between study skills and academic performance

Rahim, Nasrudin Md; Meon, Hasni

doi:10.1063/1.4801264

Cited by 6 publications

(9 citation statements)

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“…The results also indicate that the student teachers required soft skills from all five of the dimensions studied: employability, study, social, self-control, and problem-solving skills. This study therefore supports Pereira (2013) and Meeks (2017) for employability skills, Rahim and Meon (2013) for study skills, Fleischmann 2013and Malinauskas et al (2014) for social skills, Erozkan (2013), Allen and Glanzer (2017), and Nwagu et al (2018) forself-control skills.…”

Section: Research Question Onesupporting

confidence: 84%

“…A serious concern of both students and their parents is successfully completing their college course and obtaining a degree. Good study skills have been shown by several studies to be crucial to achieving a good cumulative grade point average (GPA; thus, a positive relationship exists between academic success and study skills (Rahim & Meon, 2013).…”

Section: Study Skillsmentioning

confidence: 99%

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Assessing the Soft Skills Needs of Teacher Education Students

AlHouli

Al-Khayatt

2020

International Journal of Education and Practice

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The current study was undertaken to assess the soft skills needs of student teachers at Kuwait University, which led to the authors developing a two-part Likert-type questionnaire. The first part covered 49 soft skills categorized into five skills dimensions: employability, study, social, self-control, and problem-solving. The second part included five different approaches to acquiring soft skills. The results reveal that the medium-high level of need among the respondents for all 49 soft skills and their preference for all 5 acquisition approaches. These findings in the Kuwaiti context correspond to those of similar studies conducted in different locations, which indicates geographical consistency in the soft skills needs of college students. It is thus recommended that future research should focus on investigating the most effective approaches to acquiring soft skills. Contribution/Originality: The current study's primary contribution is revealing that the real need among college students for acquiring the required soft skills. In addition, the consistency between the results this and similar studies in other countries can inform future research into college and teacher education.

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Section: Research Question Onesupporting

confidence: 84%

Section: Study Skillsmentioning

confidence: 99%

Assessing the Soft Skills Needs of Teacher Education Students

AlHouli

Al-Khayatt

2020

International Journal of Education and Practice

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“…Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License comprising learning techniques and Study Strategies have been found to play an important role (Mohammad et al, 2017;Rahim and Meon, 2013;Beena and Sudha, 2013). All these studies are pointing to the existence of correlation between Study Strategies and academic achievement of student.…”

Section: Introductionmentioning

confidence: 94%

Study strategy as predictor of undergraduate students achievement of Abubakar Tafawa Balewa University, Bauchi

Yushau¹,

Arhyel²,

Danjuma³

2021

Int. J. Sci. Technol. Educ. Res.

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This study examines the influence of study strategy on academic achievement of undergraduate students of ATBU Bauchi. A survey design was adopted. One thousand two hundred undergraduate students of ATBU Bauchi participated in the study and were selected randomly from the seven faculties of the university. A study strategy questionnaire adopted from previous studies relevant to the current research was used as an instrument for data collection, while academic achievement of the students was measured using students' cumulative grade point average (CGPA). The study found that there was positive and significant relationship between study strategy and academic achievement of undergraduate students. The study further suggests that undergraduate students with efficient and effective study strategy perform better academically. It was, therefore, recommended that, study strategy should be emphasized at ATBU. This will help students improve their poor academic achievements which usually result in many being withdrawn or spend many years in the university.

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“…Considering the importance of factors influencing academic performance in students, McKenzie and Schweitzer (2001) mentions that the academic problems in university student can be solved significantly if the psychological, cognitive, academic and demographic factors influencing academic performance in students are identified properly. Literature suggests that study skills and previous academic performance of students are the two significant academic performance predictors (Gettinger & Seibert, 2002;McKenzie & Schweitzer, 2001;Pascoe, McClelland, & McGaw, 1997;Rahim & Meon, 2012). Meanwhile, there are several studies which emphasize on the psychological variables influencing academic performance (Rickinson & Rutherford, 1996;Robbins et al, 2004).…”

Section: The Big Five Model and Academic Performancementioning

confidence: 99%

The Big Five Personality Traits and Academic Performance

John¹,

John²,

Rao³

2020

JLSS

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This study investigates the impact of Big Five personality traits on the academic performance of university students in terms of their CGPA by using 20 item short Mini-IPIP Five-Factor personality test developed by Donnellan, Oswald, Baird, and Lucas (2006). The purpose of using this short measures test is to come up with a generalized and effective quick personality test for predicting academic performance (in terms of CGPA) in students. The study was conducted on undergraduate college students at Forman Christian College, Lahore (N = 406). The results affirm the predictive validity of the Big Five personality traits. Openness (0.169) was most positively related to academic performance followed by agreeableness (0.148) and conscientiousness (0.128). However, neuroticism (.054) and extraversion (.061) were found to have no significant correlation with academic performance. Implications of these results are discussed in context of career and academic counseling and university administration.

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Relationships between study skills and academic performance

Cited by 6 publications

References 0 publications

Assessing the Soft Skills Needs of Teacher Education Students

Assessing the Soft Skills Needs of Teacher Education Students

Study strategy as predictor of undergraduate students achievement of Abubakar Tafawa Balewa University, Bauchi

The Big Five Personality Traits and Academic Performance

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