ERIC Number: ED392380
Record Type: RIE
Publication Date: 1995-Apr
An Exploratory Study of College Students' Study Activities and their Relationship To Study Context, Reference Course, and Achievement.
Bol, Linda; And Others
The Study Activity Questionnaire (SAQ) was administered to 83 college students who were enrolled in either an introductory research methods course or an introductory statistics course in the college of education at one university. At the beginning of the term the students completed the SAQ with reference to how they typically studied (pretest), and at the end of term they responded to the questionnaire with reference to how they studied for the target course (posttest). The study found consistently high inter-item reliabilities across SAQ scales on both test administrations. The study also found that activities varied as a function of reference course, time, and context. Composite cognitive scores in the test preparation context increased for students enrolled in the research methods course, and these scores decreased for students enrolled in the statistics course. A similar finding was observed for effort management scores, with scores increasing in the research course and decreasing in the statistics course. Finally, the study found that higher scores on two SAQ scales (initiative and representation) in the test preparation context were positively associated with final exam scores. Contains nine references. (Author/JB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).