The purpose of this study was to investigate the effectiveness of a multicomponent model for developing effective study skills in community college students. The motivational--study skills--self-regulatory skills model was presented through a proactive student development program. A review of the literature in study skills reveals a lack of consensus with regard to identifying common characteristics of successful treatment programs. Also, there is a serious lack of research involving community college students.;The subject population consisted of 390 students enrolled in a freshman orientation course during the Winter Quarter 1984 at Thomas Nelson Community College in Hampton, Virginia. The sample consisted of 93 Ss who volunteered to participate in one of five student development groups. A nonequivalent control group design was used which involved: a six-week treatment group in study skills, an eight-week treatment group in study skills plus self-regulatory skills, a ten-week treatment group in study skills plus self-regulatory skills plus motivational instruction, a ten-week placebo control group in career development, and a waiting-list control group. All Ss completed a brief demographic questionnaire and were pretested-posttested using the Survey of Study Habits and Attitudes and the Adult Nowicki-Strickland Internal-External Control Scale. Academic performance as measured by quarterly grade point average and credit-hour persistence rate was examined.;The results of the study revealed: (1) There was no difference in academic performance among students receiving different study skills components and students in control groups. (2) The hypothesis that there was no difference in study habits among students receiving different study skills components and students in control groups was rejected at the .01 level of significance. Post hoc comparisons of change scores from pretest to posttest revealed that although the three treatment groups differed significantly from the two control groups at the .05 level, the three treatment groups were not significantly different from one another. (3) There was no difference in study attitudes among students receiving different study skills components and students in control groups. (4) There was no difference in locus of control among students receiving different study skills components and students in control groups. (5) There was no difference in academic performance after one academic quarter among students who received different study skills components and students who were in control groups.
| Identifer | oai:union.ndltd.org:wm.edu/oai:scholarworks.wm.edu:etd-1677 |
| Date | 01 January 1984 |
| Creators | Evans, Okey Rex |
| Publisher | W&M ScholarWorks |
| Source Sets | William and Mary |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Dissertations, Theses, and Masters Projects |
| Rights | © The Author |
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