The aim of this review is to identify features of study skills interventions that are likely to lead to success. Via a meta-analysis we examine 51 studies in which interventions aimed to enhance student learning by improving student use of either one or a combination of learning or study skills. Such interventions typically focused on task-related skills, self-management of learning, or affective components such as motivation and self-concept. Using the SOLO model (Biggs & Collis, 1982), we categorized the interventions (a) into four hierarchical levels of structural complexity and (b) as either near or far in terms of transfer. The results support the notion of situated cognition, whereby it is recommended that training other than for simple mnemonic performance should be in context, use tasks within the same domain as the target content, and promote a high degree of learner activity and metacognitive awareness.

/pdf/effects-of-learning-skills-interventions-on-student-learning-jdb1rfh2k0.pdf

Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis

Effects of learning skills interventions on student learning.

Researchers have been applying their knowledge of goal-oriented behavior to the self-regulated learning domain for more than 30 years. This review examines the current state of research on self-regulated learning and gaps in the field's understanding of how adults regulate their learning of work-related knowledge and skills. Self-regulation theory was used as a conceptual lens for deriving a heuristic framework of 16 fundamental constructs that constitute self-regulated learning. Meta-analytic findings (k=430, N=90,380) support theoretical propositions that self-regulation constructs are interrelated-30% of the corrected correlations among constructs were .50 or greater. Goal level, persistence, effort, and self-efficacy were the self-regulation constructs with the strongest effects on learning. Together these constructs accounted for 17% of the variance in learning, after controlling for cognitive ability and pretraining knowledge. However, 4 self-regulatory processes-planning, monitoring, help seeking, and emotion control-did not exhibit significant relationships with learning. Thus, a parsimonious framework of the self-regulated learning domain is presented that focuses on a subset of self-regulatory processes that have both limited overlap with other core processes and meaningful effects on learning. Research is needed to advance the field's understanding of how adults regulate their learning in an increasingly complex and knowledge-centric work environment. Such investigations should capture the dynamic nature of self-regulated learning, address the role of self-regulation in informal learning, and investigate how trainees regulate their transfer of training.

A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go.

Organizational Analysis: A Sociological View

Using both organizational and educational perspectives, the authors proposed and tested theoretical models on the mediating roles that psychosocial factors (PSFs; motivational, emotional, and social control factors) play between college interventions (academic skill, self-management, socialization, and First-Year-Experience interventions) and college outcomes (academic performance and retention). They first determined through meta-analysis of 404 data points the effects of college interventions on college outcomes and on PSFs. These meta-analytic findings were then combined with results from S. B. Robbins et al.'s (2004) meta-analysis to test the proposed models. Integrated meta-analytic path analyses showed the direct and indirect effects (via PSFs) of intervention strategies on both performance and retention outcomes. The authors highlight the importance of both academic skill and self-management-based interventions; they also note the salience of motivational and emotional control mediators across both performance and retention outcomes. Implications from organizational and educational perspectives, limitations, and future directions are addressed.

Intervention effects on college performance and retention as mediated by motivational, emotional, and social control factors: integrated meta-analytic path analyses

As economies of scale increase, school districts, by means of policy strategy, trade class size against salary incentive for teachers. This idea is developed and related to district-level achievement through an explanatory, structural equation model. The model is tested on data on student achievement in 102 Colorado school districts. The results show that the model is moderately successful for explaining reading achievement in grades 5, 6, 11, and 12. However, factors not yet included in the model are believed to have strong effects.

Policy Strategies, Teacher Salary Incentive, and Student Achievement: An Explanatory Model

The LASSI (Weinstein, Schulte, & Palmer, 1987) is a standardized self‐report measure designed to assess college students’ use of learning strategies. This study sought to investigate the utility of LASSI as a means of measuring college students’ cognitive and affective growth following a study strategies course. In addition, the study evaluated LASSI's predictive ability by examining the subject's grades in subsequent content area courses. Seventy‐one regularly‐admitted (RAS) and 168 Developmental Studies (DSS) subjects from two universities participated in the study. All subjects took the LASSI as a pre and posttest measure and participated in eight weeks of study strategy instruction. The results indicated cognitive and affective growth for both the RAS and DSS. Though the LASSI was significantly predictive of the RAS's grade point average in regular courses, no scale or combination of scales was predictive of courses grades for the DSS. It was concluded that more research is needed before LASS...

Measuring the affective and cognitive growth of regularly admitted and developmental studies students using the learning and study strategies inventory (LASSI)

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Policy Strategies, Teacher Salary Incentive, and Student Achievement: An Explanatory Model

Measuring the affective and cognitive growth of regularly admitted and developmental studies students using the learning and study strategies inventory (LASSI)