Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
ACADEMIC PERFORMANCE AS A FUNCTION OF OBSERVABLE STUDY BEHAVIORS
Abstract
Educators and Psychologists have expressed their concern about the study habits of students in a variety of research studies since an early investigation by Pressey (1928). In general, most investigations have followed two models: the comparison of students who have been exposed to study skills courses with students who have not on the basis of grade point average improvement and correlation between study skills or habits questionnaires and grade point averages. The present investigation, however, approaches study skills from a different stand- point than the above two models. The first phase of this study deals with observable, ongoing study behavior of students as defined by seven behavior categories. These categories are related to a customary criterion of academic success, the grade point average (GPA). In a sub- sequent experimental phase, three different methods of study corresponding to three of the behavior categories in the first phase are experimentally manipulated to determine if they will differentially affect performance on reading comprehension quizzes. The following brief reviews will provide a context for this study.
Subject Area
School counseling
Recommended Citation
HOON, PAUL WAITMAN, "ACADEMIC PERFORMANCE AS A FUNCTION OF OBSERVABLE STUDY BEHAVIORS" (1969). ETD collection for University of Nebraska-Lincoln. AAI7012267.
https://digitalcommons.unl.edu/dissertations/AAI7012267