Contributions of Study Skills to Academic Competence

Abstract

Study skills are fundamental to academic competence. Effective study skills are associated with positive outcomes across multiple academic content areas and for diverse learners. The purpose of this article is to describe an information-processing perspective on the contribution of study skills to academic competence, and to identify evidence-based strategies that are effective in helping students to improve their study skills. Using an information-processing framework, study skills are grouped into four clusters: repetition-based skills, procedural study skills, cognitive-based study skills, and metacognitive skills. Key elements of effective study-strategy training are delineated.

Additional information

Notes on contributors

Maribeth Gettinger

Maribeth Gettinger received her Ph.D. from Columbia University. She is currently Professor of Educational Psychology and Director of Research and Training at the Waisman Center Early Childhood Program at the University of Wisconsin-Madison. Her primary research interests are in the areas of early childhood education, evidence-based approaches for promoting academic competence among diverse learners, and positive behavior support.

Jill K. Seibert

Jill K. Seibert received her Ph.D. in Educational Psychology (School Psychology) from the University of Wisconsin-Madison in 2002, and is currently Assistant Professor in the School Psychology Program at the University of South Carolina. Her research areas include teacher professional development, classroom management, and positive behavior support for middle school students with behavioral challenges.