The effect of instruction on the study behaviors and academic achievement of community college students

Cuesta, Zoraya Maria

doi:10.25148/etd.fi14061556

Cited by 2 publications

(4 citation statements)

References 33 publications

(55 reference statements)

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“…Previous research suggested that study behaviors can be taught and changed. For example, Cuesta (2007) found a causal relationship between acquiring appropriate study behaviors and increased academic achievement in college remedial mathematics classes. While the study was convincing, more research is needed on regular non-remedial student populations.…”

Section: Inferences Concerning Causalitymentioning

confidence: 99%

“…As the self-regulation literature has repeatedly suggested, self-awareness is critical for students to direct and regulate their own learning practices (Pintrich & Zusho, 2007;Zimmerman, 1998). Institutions should not only inform students that appropriate study behaviors can be taught which may lead to increases in GPAs (e.g., Cuesta, 2007), but more importantly, provide learning support through training programs and workshops to help students adjust study behaviors and processes to be more conducive to academic success (Cuesta, 2007;Zimmerman, 2000a). Unless such interventions are available, we would argue against such profile analysis being performed on student bodies as mere labeling students could cause more harm.…”

Section: Implications and Conclusionmentioning

confidence: 99%

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A Q factor analysis of college undergraduate students' study behaviours

Yang

Bliss

2014

Educational Research and Evaluation

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This study attempted to better understand the study behaviors of undergraduate students by categorizing students into distinctive typologies based on their self-reported study behaviors through an exploratory approach-Q factor analysis. A sample of 152 undergraduate students completed a survey instrument, the Study Behavior Inventory. The Q factor analysis yielded a two-factor structure. Participants exhibiting the first behavioral type demonstrated reflective, well-organized study behaviors and favored high-level thinking; thus were described as "Organized Holistic Learners". Those exhibiting the second behavioral type were found to manage time poorly and primarily focus on memorizing facts; thus were labeled "Disorganized Procrastinators". Type 1 students had significantly higher average GPAs than Type 2 students. Student type was a significant predictor of academic achievement, as measured by self-reported GPA above and beyond students' attribute variables including sex, age, major, and enrollment status. Theoretical and practical implications were discussed.

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Section: Inferences Concerning Causalitymentioning

confidence: 99%

Section: Implications and Conclusionmentioning

confidence: 99%

A Q factor analysis of college undergraduate students' study behaviours

Yang

Bliss

2014

Educational Research and Evaluation

View full text Add to dashboard Cite

show abstract

“…For example, Cuesta (2007) found a causal relationship between acquiring appropriate study behaviors and increased academic achievement in college remedial mathematics classes. While the study was convincing, more research is needed on regular non-remedial student populations.…”

Section: Inferences Concerning Causalitymentioning

confidence: 99%

Section: Implications and Conclusionmentioning

confidence: 99%

A Q Factor Analysis of College Undergraduate Students' Study Behaviors

Yang¹

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This study attempted to better understand the study behaviors of undergraduate students by categorizing students into distinctive typologies based on their self-reported study behaviors through an exploratory approach --Q factor analysis. A sample of 152 undergraduate students completed a survey instrument, the Study Behavior Inventory. The Q factor analysis yielded a two-factor structure. Participants exhibiting the first behavioral type demonstrated reflective, well-organized study behaviors and favored high-level thinking; thus were described as "Organized Holistic Learners". Those exhibiting the second behavioral type were found to manage time poorly and primarily focus on memorizing facts; thus were labeled "Disorganized Procrastinators". Type 1 students had significantly higher average GPAs than Type 2 students. Student type was a significant predictor of academic achievement, as measured by self-reported GPA above and beyond students' attribute variables including sex, age, major, and enrollment status. Theoretical and practical implications were discussed.

show abstract

The effect of instruction on the study behaviors and academic achievement of community college students

Cited by 2 publications

References 33 publications

A Q factor analysis of college undergraduate students' study behaviours

A Q factor analysis of college undergraduate students' study behaviours

A Q Factor Analysis of College Undergraduate Students' Study Behaviors

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