The study was conducted utilizing the instrumental approach to the development of study behaviors. The hypothesis was that a pupil's academic performance, study motivation, and creativity can be improved by encouraging his/her study skills. The practical aims were delineated and explained. The research was conducted in stages. These included discovery of the most effective study behaviors; design and implementation of a student questionnaire; data analysis; diagnosis of study behaviors; development of a program for improving study behaviors; encouragement for improvement of study behaviors; and evaluation. The results of the study indicated cognitive factors were an important component of study skills at all grade levels. Study motivation was less important to achievement in logical subject matter, such as science and mathematics. The effects of computer output advice on scholastic performance were evaluated and found to be inconclusive. Questionnaires are included in the appendices. (DWH)