A Synthesis of Research on the Relation Between Study Skills and Academic Performance

• In Event: Exploring Trends and Emergent Issues in Self-Regulation Research: A Compass for Future Inquiry

Abstract

Two meta-analyses explored how academic performance relates to cognitive strategy use (e.g., elaboration, rehearsal) and resource management (e.g., help seeking, environment structuring) for students across elementary and secondary school. Average weighted correlations were small (cognitive strategies: r=.137, p<.05; resource management: r=.124, p<.05), but there was more variation around both overall correlations than chance alone could explain. To account for this variation, nine moderator analyses were conducted. Correlations differed significantly based on students' grade level, the specific cognitive or resource management strategy, the academic subject, and the academic measure, among other moderators. Follow-up tests explored the nature of these differences and largely support our hypotheses. Implications for future research and educational practice are also addressed.

Authors

• Amy L. Dent, Duke University

• Harris M. Cooper, Duke University

• Alison C. Koenka, Virginia Commonwealth University