Study Skills, Self-Concept, and Academic Achievement
- 1 June 1984
- journal article
- research article
- Published by SAGE Publications in Psychological Reports
- Vol. 54 (3) , 923-929
- https://doi.org/10.2466/pr0.1984.54.3.923
Abstract
This study investigated the relationships between study skills, self-concept, and academic achievement and whether the self-report measures contributed to the prediction of grade-point average for 110 university students. Analysis showed that study skills, self-concepts, and academic achievement correlated significantly with each other; rs ranged from .03 to .52. In addition to the total study skills score, two measures of study skills (oral reporting and interpersonal relations) and one measure of self-concept (personal self) contributed to the prediction of grade-point average.Keywords
This publication has 14 references indexed in Scilit:
- Computer-Assisted Instruction on Study SkillsThe Journal of Experimental Education, 1982
- Factorial Structure of the Tennessee Self-Concept ScalePsychological Reports, 1981
- Effectiveness of Exposure to Study Techniques on College Students’ PerceptionsThe Journal of Educational Research, 1977
- Study Habits and Attitudes Characteristic of Sex and Locus-of-Control GroupsPsychological Reports, 1977
- Relationships between Academic Achievement and Personality Characteristics: A Quasi-Longitudinal StudyAmerican Educational Research Journal, 1975
- Effectiveness of paraprofessionals: the evidenceThe Personnel and Guidance Journal, 1974
- Effectiveness of student-to-student counseling on the academic adjustment of potential college dropouts.Journal of Educational Psychology, 1971
- The Relationship between Self Concept and Academic AchievementThe Journal of Experimental Education, 1969
- Self-Concept of Ability and School AchievementSociology of Education, 1964
- The Role of Self-Concept in AchievementThe Journal of Experimental Education, 1959