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Nonacademic study skills necessary for school success as perceived by selected teachers and students
Abstract
The purpose of this qualitative study was to generate a grounded theory that conceptualized school success in relationship to non-academic study skills in kindergarten through sixth grade. Identification of non-academic study skills and the environmental interrelationships of home, school, and society were explored using the research design methods of Glaser and Strauss. This study detailed the research process involved in conducting grounded theory. The two purposes of this study were to identify the non-academic study skills necessary for school success and to explain the complex interrelationships involved in the development of those necessary non-academic study skills. The qualitative research design used teacher and student interviews as the method for data gathering. Data were coded and analyzed simultaneously in an ongoing process. Analysis gave direction for further data collection. Theory was derived directly from the data. Thirteen non-academic study skills were identified by teachers and students. After integration, three themes--self-awareness, social interaction, and responsibility--encompassed all identified skills. Environmental influences emerged as the dominant factor in determining acquisition of non-academic study skills. A substantive theory relating to the development of non-academic study skills, including students' metacognition of the process, was generated. This study has significance for those professionals concerned with the advancement of learning theory. The study also has significance for practitioners that deal daily with students in the classroom.
Subject Area
Elementary education|Curricula|Teaching
Recommended Citation
Hinds, Janice E, "Nonacademic study skills necessary for school success as perceived by selected teachers and students" (1990). ETD collection for University of Nebraska-Lincoln. AAI9108225.
https://digitalcommons.unl.edu/dissertations/AAI9108225