ERIC Number: ED416207
Record Type: Non-Journal
Publication Date: 1997-Nov-13
Reference Count: N/A
Study Skills Measurement: Choosing the Most Appropriate Instrument.
Turnbough, Rose M.; Christenberry, Nola J.
Choosing an appropriate measure of study skills is a requisite in high-quality educational programming, but the information about such tools is limited. This paper compares selected study skills measures in terms of standard psychometric properties to determine salient features of each measure. Three categories of study skills measures are considered. The first is measures that have a long, dated history. Four measures that have been available for more than half a century are described. Although these measures are not often used now, they illustrate that study skills measures have been in use for a long time. The second category is that of measures in current use with varied histories. Choosing from measures described in the "Mental Measurements Yearbook" results in the selection of three measures available for current use: (1) the Study Skills Counseling Evaluation Survey (G. Demos, 1962); (2) the Survey of Study Habits and Attitudes (W. Brown and W. Holtzman, 1967); and (3) the Study Attitudes and Methods Survey (W. Michael, J. Michael, and W. Zimmerman, 1972). Only the Survey of Study Habits and Attitudes stands up to examination for contemporary study skills measurement. The third category is that of measures that are recent releases with limited histories. The American College Testing (ACT) Study Power Assessment (ACT, 1987) and the Learning and Study Strategies Inventory-High School Version (C. Weinstein and D. Palmer, 1990) are two noteworthy examples. (Contains 23 references.) (SLD)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A