The author finds that her students concentrate better and become more organized when she allows each to begin the year by selecting and arranging a private work space--an "office"--in the classroom. (SJL)

Reports that entering college freshmen with low predicted grade point averages achieved significantly higher grade point averages after completing lessons on how to analyze and manipulate information than did students who received no such instruction. (DD)

On many campuses, study skills are taught separately from academic courses, or never taught at all. Georgia State University is pioneering a new approach for helping students master the complexities of thinking and learning-one that ties study strategies directly to academic course content. (BF)

Administered an adapted Course Experience Questionnaire (CEQ) and Approaches to Studying Inventory (ASI) to Open University students. Found that approaches to studying in distance education are strongly associated with students' perceptions of the academic quality of their courses. (EV)

First-year students completed surveys on their study habits and grade predictions, which were compared to final course grades and retention, and then to enrollment status and cumulative grade point average (GPA) 8 years later. Found that graduates earned higher course grades and higher cumulative GPAs and more accurately predicted their course…

Biology examination scores for two cohorts of first-year nursing students (n=119) were analyzed. Factors having a significant effect on scores were as follows: previous study of biology, level of previous biology achievement, class attendance, and use of recommended readings. (Contains 19 references.) (SK)

Studied the reliability, structure, and criterion-related validity of the Learning and Study Strategies Inventory (LASSI; C. Weinstein, 1987) using data from 502 university students. Results suggest that the LASSI may not measure the postulated 10 scales typically used to report results. (SLD)

Examined the contributions of 4 individual difference predictors for recall of object names in 93 children of 3 and 4 years. Results suggest that motivational factors contribute directly to young children's recall proficiency and do not mediate strategic study behavior. (RJC)

Undergraduates (n=25) participated in a study designed to describe and evaluate the use of concept mapping in teaching a college course on evolution; determine whether students' concept maps reveal "critical junctures" in learning as the course unfolds; and assess the impact of concept mapping on students' study practices and on…

Describes a study at the University of Leiden (Netherlands) that investigated whether students with different learning styles used different study strategies in a hypertext reading environment, the role of strategy regulation in strategy use, the consistency of strategy use over two different reading tasks, and use of the Inventory of Learning…

Students in a macroeconomics course (n=132) were compared on grade point average, academic efficacy, credit hours accumulated, and study hours/habits. Academic efficacy and study habits significantly explained achievement. The amount of study time had no significant impact. Scholastic Assessment Test scores and credit hours explained achievement…

Results of a literature review were organized into a taxonomy of distance learning strategies: (1) cognitive (rehearsal, elaboration, organization); (2) metacognitive (planning, monitoring, regulating); and (3) resource management (time management, study environment, effort management, social support). (Contains 24 references.) (SK)

Investigated the perceptions and attitudes of mothers of Grade 2 children about homework practices. Found a consistent set of homework practices but considerable variation in the views held by mothers. Findings posed implications for the development of children's sense of responsibility and responsible homework practices. (Author/KB)

Nursing students in behavioral science were divided as follows: 40 in 4 groups with tutorials and 20 in control groups (13 of whom did not have tutorials). Two of the four experimental groups showed significant changes in learning approach. Recommendations included reducing the number of assignments, integrating theory and practice, and having an…

Examined whether students who studied together outside class did better on exams than those who studied alone, and whether pedagogical method (cooperative/active learning versus lecture) influenced students' out-of-class study behavior. Mean exam scores were generally higher for students who studied in groups, regardless of teaching style, and…