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Hi Dennis,

Here are some, and I will point out my  "favorites"  at the top of the list.  As both a practitioner and researcher, I have been examining the efficacy for Study Skills and FYE courses for most of my career. You can take a look at my dissertation research which put me on this journey.  What I know for sure is that study skills instruction is not effective unless the course address the attitudinal, motivational, and personality variables that mediate student utilization of study skills that have been taught to them. In designing a study skills course, the social cognitive approach is the way to go, and the research supports this.  Further, the  two variables that seem to mediate college achievement above others are locus of control--particularly for minority students,  and self-regulatory behaviors (see  attached article). I have provided you with some references, but I would encourage you to look at the most recent research in these two areas as well. One more not, it's critical that study skills instruction is applied to content courses in which the students are enrolled NOT delivered to them prior to taking their courses.


Hazard, Laurie. (1997). The Effect of Locus of Control and Attitudes Toward Intelligence On Study Habits of College Students. Michigan: UMI.


Primary Research Group's Best Practices in Student Retention (2012)


Ryan and Glenn (2004) in What Do First-Year Students Need Most: Learning Strategies Instruction or Academic Socialization?" report:

	For both more and less academically capable freshman, one year retention rates were higher for the strategy-based seminar.  The retention advantage of the strategy-based seminar was evident even when the effects of academic aptitude, high school class rank, gender, and ethnicity were statistically controlled. No evidence was found to support the claim that socialization focused, theme-based seminars selectively improved retention rates for more able students.  In fact, the socialization-focused seminar condition was no more retention effective than the no-seminar condition (p. 4).

Here's the longer list  below (but just a snapshot)  We can talk more off-line if you think that will help.  Feel free to contact me.

Laurie Hazard
www.lauriehazard.com


Anderson, S.G., & Anderson, C.E. (1992). Study skills made easy. School counselor, 39(5), 382-384.

Cone, A.L., & Owens, S.K. (1991). Academic and locus of control enhancement in a freshman study skills and college adjustment course. Psychological reports, 68, 1211-1217.

Dweck, C.S., & Leggett, E.L. (1988). A Social-cognitive approach to motivation and personality. Psychological review, 95(2), 256-273.

Friedman, V.J., & Lipshitz, R. (1992). Teaching people to shift cognitive gears: Overcoming resistance on the road to model II. Journal of applied behavioral research, 28(1), 118-136.

Gardner, H. (1983). Frames of mind. New York: Basic Books, Inc., Publishers.

Gardner, S., & Fulwiler, T. (1999). The Journal book: For Teachers in technical and professional programs. Portsmouth, NH: Boynton/Cook.

Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.

Guild, P. B., & Garger, S. (1986). Marching to different drummers. Alexandria, VA: Association for Supervision and Curriculum Development.

Hadwin, A.F., & Winne, P.H. (1996). Study strategies have meager support. Journal of Higher Education, 67(6), 692-715.

Jones, C.H., Slate, J.R., & Marini, I. (1995). Locus of control, social interdependence, academic preparation, age, study time, and the study skills of college students. Research in the schools, 2(1), p. 55-62.

Jones, C.H., Slate, J.R., Marini, I., & DeWater, B.K. (1993). Academic skills and attitudes toward intelligence. Journal of college student development, 34, 422-424.

Lefcourt, H.M. (Ed.). (1982). Locus of control: Current trends in theory and research. (2nd ed.) New Jersey: Lawrence Erlbaum Associate, Publishers.

Rabinowitz, F.E. (1987). A Life transition seminar for freshmen college students. Journal of college student personnel, 28, 282-283.

Reynolds, J., & Werner, S.C. (1994). An Alternative paradigm for college reading and study skills courses. Journal of reading, 37(4), 272-277.

Cone, A.L., & Owens, S.K. (1991) Academic Locus of Control Enhancement in a Freshman Study Skills and College Adjustment Course. Psychological Reports, 68, 1211-1217


Heisserer, D.L. & Parette. P. (2002 March). Advising at-risk students in college and university settings.  College Student Journal, 36(1), 69-84. Retrieved April 1, 2007 from 				EBSCOhost database.

Lefcourt, H.M. (Ed.). (1984). Research With The Locus of Control Construct. New York: 	Academic Press, Inc.


-----Original Message-----
From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Dennis Congos
Sent: Wednesday, April 15, 2015 10:24 AM
To: [log in to unmask]
Subject: Suggestions?


I have been asked to assemble research support for teaching a learning skills class at the college level.  Is anyone aware of an annotated abstract of research support for teaching learning skills in college?  I have a few resources but need more.

'Best wishes to all.......................

Dennis

Dennis H. Congos
Academic Advisor and Learning Skills Specialist Global UCF
4217 East Plaza Drive
University of Central Florida
Orlando, FL 32816
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