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- W255578893 abstract "Do today's college students know how to study? This question is often answered with a reflexive No! However, current con ceptions portray study as a complex of behaviors, attitudes, situations, and skills (Mayer 1988; Resnick 1987), so it is quite possible that many if not all students do know how to study, at least partially. But because most have not actually mastered the art of study, interest has grown in programs and strategies that specifically teach study skills. One key to teaching these effec tive academic learning strategies and skills is to determine what students do and do not know about study and how they are personally applying these skills and strategies to the learning demands teachers give them. It is relatively clear that study is individual in that, to some extent, everyone studies differently. Thus, study instruction is most effective when oriented to each student's specific study needs. For these reasons, it is important that learning-improvement programs assess the factors that in fluence good study and the efficacy of study development pro grams. As a result, study ability assessment has become an increasingly frequent component of learning-improvement pro grams, and several publishers have recently introduced instru ments marketed as study abilities measurement devices. Assessing study abilities is neither trivial nor perfunctory. The success of any educational program ultimately depends on three factors: the instruction, the material, and the learner. Regard less of the quality of instruction or the design of the material, if learners do not possess the intellectual skills and strategies to process the communicated information, success is not likely. On" @default.
- W255578893 created "2016-06-24" @default.
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- W255578893 date "1991-01-01" @default.
- W255578893 modified "2023-09-24" @default.
- W255578893 title "Assessing the Study Abilities of College Students: A Review of Commercial Instruments." @default.
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- W255578893 hasPublicationYear "1991" @default.
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