[ { "key": "D9W8P24N", "version": 38, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { "href": "https://www.zotero.org/groups/stress_busters", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/231782/items/D9W8P24N", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stress_busters/items/D9W8P24N", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1637784, "username": "KRPapageorge", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/krpapageorge", "type": "text/html" } } }, "creatorSummary": "Grohol", "parsedDate": "2006", "numChildren": 0 }, "data": { "key": "D9W8P24N", "version": 38, "itemType": "webpage", "title": "10 Highly Effective Study Habits", "creators": [ { "creatorType": "author", "firstName": "John M.", "lastName": "Grohol" } ], "abstractNote": "Students grapple with many issues in their lives, and because of all of the competing things for your attention, it’s hard to concentrate on studying. And yet if you’re in school, you have to do at least a little studying in order to progress from year to year. The key to effective studying isn’t cramming or studying longer, but studying smarter. You can begin studying smarter with these ten proven and effective study habits.", "websiteTitle": "PsychCentral", "websiteType": "", "date": "2006", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://psychcentral.com/lib/top-10-most-effective-study-habits/000599", "accessDate": "", "shortTitle": "", "language": "English", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-03-05T00:20:52Z", "dateModified": "2014-03-05T00:20:52Z" } }, { "key": "FBJNS8PK", "version": 37, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { "href": "https://www.zotero.org/groups/stress_busters", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/231782/items/FBJNS8PK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stress_busters/items/FBJNS8PK", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1637784, "username": "KRPapageorge", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/krpapageorge", "type": "text/html" } } }, "creatorSummary": "Cassaday and Johnson", "parsedDate": "2002-04", "numChildren": 0 }, "data": { "key": "FBJNS8PK", "version": 37, "itemType": "journalArticle", "title": "Cognitive Test Anxiety and Academic Performance", "creators": [ { "creatorType": "author", "firstName": "Jerrell C", "lastName": "Cassaday" }, { "creatorType": "author", "firstName": "Ronald E", "lastName": "Johnson" } ], "abstractNote": "A new measure that focused explicitly on the cognitive dimension of test anxiety was introduced and examined for psychometric quality as compared to existing measures of test anxiety. The new scale was found to be a reliable and valid measure of cognitive test anxiety. The impact of cognitive test anxiety as well as emotionality and test procrastination were subsequently evaluated on three course exams and students' self-reported performance on the Scholastic Aptitude Test for 168 undergraduate students. Higher levels of cognitive test anxiety were associated with significantly lower test scores on each of the three course examinations. High levels of cognitive test anxiety also were associated with significantly lower Scholastic Aptitude Test scores. Procrastination, in contrast, was related to performance only on the course final examination. Gender differences in cognitive test anxiety were documented, but those differences were not related to performance on the course exams. Examination of the relation between the emotionality component of test anxiety and performance revealed that moderate levels of physiological arousal generally were associated with higher exam performance. The results were consistent with cognitive appraisal and information processing models of test anxiety and support the conclusion that cognitive test anxiety exerts a significant stable and negative impact on academic performance measures.", "publicationTitle": "Contemporary Educational Psychology", "publisher": "", "place": "", "date": "April 2002", "volume": "27", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "270-295", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1006/ceps.2001.1094", "citationKey": "", "url": "http://dx.doi.org/10.1006/ceps.2001.1094", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0361-476X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-03-05T00:19:05Z", "dateModified": "2014-03-05T00:19:05Z" } }, { "key": "5J5X6E58", "version": 36, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { "href": "https://www.zotero.org/groups/stress_busters", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/231782/items/5J5X6E58", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stress_busters/items/5J5X6E58", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1637784, "username": "KRPapageorge", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/krpapageorge", "type": "text/html" } } }, "creatorSummary": "Peverly et al.", "parsedDate": "2003-06", "numChildren": 0 }, "data": { "key": "5J5X6E58", "version": 36, "itemType": "journalArticle", "title": "College adults are not good at self-regulation: A study on the relationship of self-regulation, note taking, and test taking.", "creators": [ { "creatorType": "author", "firstName": "Stephen T", "lastName": "Peverly" }, { "creatorType": "author", "firstName": "Karen E", "lastName": "Probst" }, { "creatorType": "author", "firstName": "Mark", "lastName": "Graham" }, { "creatorType": "author", "firstName": "Ray", "lastName": "Shaw" } ], "abstractNote": "Self-regulation supposedly plays a central role in memory and learning, especially for adults. Research using simple materials has found that adults are skilled self-regulators. Research using difficult materials has found the opposite. Using difficult materials, the authors attempted to improve college students' self-regulation by allowing extended study time before taking a test. The authors also examined whether background knowledge and note-taking strategies would be positively related to self-regulation. Results indicated that college students were not good at self-regulation, background knowledge and note taking were not related to self-regulation, and note taking and background knowledge were generally better predictors of test performance than self-regulation. Results imply that test performance is more related to note taking and background knowledge than to self-regulation. (PsycINFO Database Record (c) 2013 APA, all rights reserved)(journal abstract)", "publicationTitle": "Journal of Educational Psychology", "publisher": "", "place": "", "date": "June 2003", "volume": "95", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "335-346", "series": "`", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "http://dx.doi.org/10.1037/0022-0663.95.2.335", "citationKey": "", "url": "http://search.proquest.com/docview/614407340?accountid=14512", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-03-05T00:17:22Z", "dateModified": "2014-03-05T00:17:22Z" } }, { "key": "6Q3MPN9A", "version": 35, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { "href": "https://www.zotero.org/groups/stress_busters", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/231782/items/6Q3MPN9A", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stress_busters/items/6Q3MPN9A", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1637784, "username": "KRPapageorge", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/krpapageorge", "type": "text/html" } } }, "creatorSummary": "Williams", "parsedDate": "1981", "numChildren": 0 }, "data": { "key": "6Q3MPN9A", "version": 35, "itemType": "journalArticle", "title": "Developing students' learning skills in higher education: a possible model programme.", "creators": [ { "creatorType": "author", "firstName": "I", "lastName": "Williams" } ], "abstractNote": "", "publicationTitle": "South Pacific Journal of Teacher Education", "publisher": "", "place": "", "date": "1981", "volume": "9", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "63-69", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "http://dx.doi.org/10.1080/0311213810090208", "citationKey": "", "url": "http://search.proquest.com/docview/763877434?accountid=14512", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0311-2136", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-03-05T00:15:29Z", "dateModified": "2014-03-05T00:15:29Z" } }, { "key": "V2RJFA5F", "version": 34, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { "href": "https://www.zotero.org/groups/stress_busters", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/231782/items/V2RJFA5F", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stress_busters/items/V2RJFA5F", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1637784, "username": "KRPapageorge", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/krpapageorge", "type": "text/html" } } }, "creatorSummary": "Lin", "parsedDate": "1979-04", "numChildren": 0 }, "data": { "key": "V2RJFA5F", "version": 34, "itemType": "journalArticle", "title": "Effective Study of Physics: Tips for the Beginning Student.", "creators": [ { "creatorType": "author", "firstName": "Herbert", "lastName": "Lin" } ], "abstractNote": "Discusses students' current methods of studying physics, and offers concrete tips to guide them in studying physics effectively. (GA)", "publicationTitle": "Physics Teacher", "publisher": "", "place": "", "date": "April 1979", "volume": "17", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "243-245", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "http://dx.doi.org/10.1119/1.2340199", "citationKey": "", "url": "http://search.proquest.com/docview/63806402?accountid=14512", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-03-05T00:14:26Z", "dateModified": "2014-03-05T00:14:26Z" } }, { "key": "2H48XJ8X", "version": 33, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { "href": "https://www.zotero.org/groups/stress_busters", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/231782/items/2H48XJ8X", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stress_busters/items/2H48XJ8X", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1637784, "username": "KRPapageorge", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/krpapageorge", "type": "text/html" } } }, "creatorSummary": "Britton and Tesser ", "parsedDate": "1991-09", "numChildren": 0 }, "data": { "key": "2H48XJ8X", "version": 33, "itemType": "journalArticle", "title": "EFFECTS OF TIME-MANAGEMENT PRACTICES ON COLLEGE GRADES", "creators": [ { "creatorType": "author", "firstName": "Bruce K", "lastName": "Britton " }, { "creatorType": "author", "firstName": "Abraham", "lastName": "Tesser " } ], "abstractNote": "A prospective study tested the hypothesis that college grade point average (GPA) would be predicted by time-management practices. 90 college students completed a time-management questionnaire in 1983; their high school Scholastic Aptitude Test (SAT) scores were obtained from college records. Principal-components analysis of the 35-item time-management instrument revealed 3 components. In 1987 (4 yrs later) each student's cumulative GPA was obtained from college records. Regression analyses showed that 2 time-management components were significant predictors of cumulative GPA (R–2 = .21) and accounted for more variance than did SAT scores (increment in R–2 = .05). It is concluded that time-management practices may influence college achievement. (PsycINFO Database Record (c) 2013 APA, all rights reserved)", "publicationTitle": "Journal of educational psychology", "publisher": "", "place": "", "date": "September 1991", "volume": "83", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "405-410", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "http://dx.doi.org/10.1037/0022-0663.83.3.405", "citationKey": "", "url": "http://search.proquest.com/docview/614301494?accountid=14512", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0022-0663", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-03-05T00:13:12Z", "dateModified": "2014-03-05T00:13:12Z" } }, { "key": "M3WVPH92", "version": 32, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { "href": "https://www.zotero.org/groups/stress_busters", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/231782/items/M3WVPH92", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stress_busters/items/M3WVPH92", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1637784, "username": "KRPapageorge", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/krpapageorge", "type": "text/html" } } }, "creatorSummary": "Groves et al.", "parsedDate": "2013-07", "numChildren": 0 }, "data": { "key": "M3WVPH92", "version": 32, "itemType": "journalArticle", "title": "Encouraging the development of higher-level study skills using an experiential learning framework.", "creators": [ { "creatorType": "author", "firstName": "Mark", "lastName": "Groves" }, { "creatorType": "author", "firstName": "Kathryn", "lastName": "Leflay" }, { "creatorType": "author", "firstName": "Julian", "lastName": "Smith" }, { "creatorType": "author", "firstName": "Belinda", "lastName": "Bowd" }, { "creatorType": "author", "firstName": "Alison", "lastName": "Barber" } ], "abstractNote": "Teachers have only recently considered how study skills support in higher education (HE) can be delivered in a way that encourages experiential learning. This paper aims to substantiate, or otherwise, the idea that a carefully developed initiative can encourage the experiential learning of study skills. In addition, it considers whether such an approach might also allow student access to some of the higher-level study skills required for successful university study. Focus group data were used to evaluate a module delivered to sports students at a post-1992 university in the UK. This data suggested that the module facilitated learning in each stage of Kolb's experiential learning cycle. Moreover, there was evidence that the module encouraged students to undertake an ‘epistemological shift’ in which they moved from seeing knowledge as a set of uncontested facts to seeing it as something that they are expected to question and contribute to themselves. [ABSTRACT FROM AUTHOR]", "publicationTitle": "Teaching in Higher Education.", "publisher": "", "place": "", "date": "July 2013", "volume": "18", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "545-556", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/13562517.2012.753052", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1356-2517", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-03-05T00:11:47Z", "dateModified": "2014-03-05T00:11:47Z" } }, { "key": "UNUP7E6V", "version": 31, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { "href": "https://www.zotero.org/groups/stress_busters", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/231782/items/UNUP7E6V", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stress_busters/items/UNUP7E6V", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1637784, "username": "KRPapageorge", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/krpapageorge", "type": "text/html" } } }, "creatorSummary": "Bugg et al.", "parsedDate": "2008-05", "numChildren": 0 }, "data": { "key": "UNUP7E6V", "version": 31, "itemType": "journalArticle", "title": "Improving Students' Study Habits by Demonstrating the Mnemonic Benefits of Semantic Processing.", "creators": [ { "creatorType": "author", "firstName": "Julie M.", "lastName": "Bugg" }, { "creatorType": "author", "firstName": "Edward L. ", "lastName": "DeLosh" }, { "creatorType": "author", "firstName": " Mark A.", "lastName": "McDaniel" } ], "abstractNote": "This article describes an in-class exercise that illustrates the advantage of semantic over nonsemantic study habits. The exercise includes a survey of students' current study strategies, followed by the presentation of an abbreviated version of Craik and Tulving's(1975) classic levels-of-processing experiment. We observed significant benefits of semantic processing over nonsemantic processing, and this result motivated an in-depth discussion regarding the limitations of students' intuitions about effective study strategies and methods for improving current strategies. The brief exercise changed students' intended strategies for future studying and helped students learn the concept of semantic processing. [ABSTRACT FROM AUTHOR]", "publicationTitle": "Teaching of Psychology", "publisher": "", "place": "", "date": "May 2008", "volume": "35", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "96-98", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/00986280801977519", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=31730590&site=ehost-live", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0098-6283", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-03-05T00:09:58Z", "dateModified": "2014-03-05T00:09:58Z" } }, { "key": "GC9KBNA5", "version": 30, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { "href": "https://www.zotero.org/groups/stress_busters", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/231782/items/GC9KBNA5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stress_busters/items/GC9KBNA5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1637784, "username": "KRPapageorge", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/krpapageorge", "type": "text/html" } } }, "creatorSummary": "Harris and Trujillo", "parsedDate": "1975", "numChildren": 0 }, "data": { "key": "GC9KBNA5", "version": 30, "itemType": "journalArticle", "title": "IMPROVING STUDY HABITS OF JUNIOR-HIGH SCHOOL STUDENTS THROUGH SELF-MANAGEMENT VERSUS GROUP DISCUSSION", "creators": [ { "creatorType": "author", "firstName": "MB", "lastName": "Harris" }, { "creatorType": "author", "firstName": "AE", "lastName": "Trujillo" } ], "abstractNote": "", "publicationTitle": "Journal of counseling psychology", "publisher": "", "place": "", "date": "1975", "volume": "22", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "513-517", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0022-0167", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-03-05T00:08:18Z", "dateModified": "2014-03-05T00:08:18Z" } }, { "key": "CE35XMVC", "version": 29, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { "href": "https://www.zotero.org/groups/stress_busters", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/231782/items/CE35XMVC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stress_busters/items/CE35XMVC", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1637784, "username": "KRPapageorge", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/krpapageorge", "type": "text/html" } } }, "creatorSummary": "Smith", "parsedDate": "2012", "numChildren": 0 }, "data": { "key": "CE35XMVC", "version": 29, "itemType": "journalArticle", "title": "Improving the school-to-university transition: using a problem-based approach to teach practical skills whilst simultaneously developing students' independent study skills", "creators": [ { "creatorType": "author", "firstName": "Catherine J.", "lastName": "Smith" } ], "abstractNote": "Despite being criticised for placing little emphasis on thinking, the majority of laboratory work at school level is taught via expository ‘recipe-style’ labs. This has been seen to result in students struggling to be able to apply the practical techniques they have learnt in the classroom outside the narrow environment in which they were taught. This paper describes the design, trial and evaluation of a collection of ten practical activities which use a problem-based approach to laboratory instruction to deepen the students' understanding of the standard laboratory techniques they would be expected to know on entering an undergraduate chemistry laboratory. The practical activities have been trialled by over 100 students in eight different schools and feedback obtained via student questionnaire and informal comments provided by teachers. Compared to typical laboratory instruction, the students find the problem-based practical activities more interesting and better for making them think. Over 80% of the students indicate that the problem-based activities are ‘good’ or ‘very good’ for the application of practical techniques. Furthermore, the problem-based practical activities scored favourably compared to a typical laboratory activity for developing the students' independent study skills, team working and communication skills, scientific writing and research skills.", "publicationTitle": "Journal cover: Chemistry Education Research and Practice Chemistry Education Research and Practice", "publisher": "", "place": "", "date": "2012", "volume": "13", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "490-499", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Chem. Educ. Res. Pract.", "DOI": "10.1039/C2RP20096A", "citationKey": "", "url": "http://pubs.rsc.org/en/Content/ArticleLanding/2012/RP/c2rp20096a#!divAbstract", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1109-4028", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-03-05T00:07:04Z", "dateModified": "2014-03-05T00:07:04Z" } }, { "key": "377IBW8J", "version": 28, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { "href": "https://www.zotero.org/groups/stress_busters", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/231782/items/377IBW8J", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stress_busters/items/377IBW8J", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1637784, "username": "KRPapageorge", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/krpapageorge", "type": "text/html" } } }, "creatorSummary": "Maia Peixoto et al.", "parsedDate": "2012-06", "numChildren": 0 }, "data": { "key": "377IBW8J", "version": 28, "itemType": "journalArticle", "title": "Learning strategies used by undergraduate and postgraduate students in hybrid courses in the area of health.", "creators": [ { "creatorType": "author", "firstName": "Henry", "lastName": "Maia Peixoto" }, { "creatorType": "author", "firstName": "Mariana", "lastName": "Maia Peixoto" }, { "creatorType": "author", "firstName": "Elionai", "lastName": "Dornelles Alves" } ], "abstractNote": "This study aimed to investigate the learning habits and strategies of undergraduate and postgraduate students matriculated in hybrid courses in the area of healthcare at a Brazilian university. 220 graduate students were invited to participate in the research, of whom 67.27% accepted. An exploratory methodology was utilized, which analyzed quantitative data collected by a structured instrument. A similarity may be observed between undergraduate and postgraduate students concerning the majority of education habits and learning strategies, such as the large proportion of those who read more than half of the course content and of those who preferred to study alone, as well as in the high use of the majority of strategies evaluated. It is concluded that both the groups present appropriate study habits and satisfactorily used the learning strategies investigated. [ABSTRACT FROM AUTHOR]", "publicationTitle": "Revista Latino-Americana de Enfermagem (RLAE)", "publisher": "", "place": "", "date": "May/June 2012", "volume": "20", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "551-558", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=79604502&site=ehost-live", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0104-1169", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-03-05T00:05:33Z", "dateModified": "2014-03-05T00:05:33Z" } }, { "key": "ERV2J9KI", "version": 27, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { "href": "https://www.zotero.org/groups/stress_busters", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/231782/items/ERV2J9KI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stress_busters/items/ERV2J9KI", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1637784, "username": "KRPapageorge", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/krpapageorge", "type": "text/html" } } }, "creatorSummary": "Green", "parsedDate": "1982-11", "numChildren": 0 }, "data": { "key": "ERV2J9KI", "version": 27, "itemType": "journalArticle", "title": "Minority Students' Self-Control of Procrastination.", "creators": [ { "creatorType": "author", "firstName": "Leon", "lastName": "Green" } ], "abstractNote": "Examined effects of self-monitoring alone and self-monitoring plus self-reward on three academic and three related procrastinative behaviors of six academically disadvantaged minority college students. Self-monitoring plus self-reward was effective in producing substantial increases in academic behaviors and grades and in producing decreases in related procrastinative behaviors. (Author)", "publicationTitle": "Journal of Counseling and Psychology", "publisher": "", "place": "", "date": "November 1982", "volume": "29", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "636-644", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://search.proquest.com/docview/63510120?accountid=14512", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-03-05T00:03:47Z", "dateModified": "2014-03-05T00:03:47Z" } }, { "key": "Z9UJCGG6", "version": 26, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { "href": "https://www.zotero.org/groups/stress_busters", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/231782/items/Z9UJCGG6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stress_busters/items/Z9UJCGG6", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1637784, "username": "KRPapageorge", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/krpapageorge", "type": "text/html" } } }, "creatorSummary": "Motevalli et al.", "parsedDate": "2013", "numChildren": 0 }, "data": { "key": "Z9UJCGG6", "version": 26, "itemType": "journalArticle", "title": "New Study Skills Training Intervention for Students Who Suffer from Test Anxiety.", "creators": [ { "creatorType": "author", "firstName": "Saeid", "lastName": "Motevalli" }, { "creatorType": "author", "firstName": "Samsilah Bt.", "lastName": "Roslan" }, { "creatorType": "author", "firstName": "Tajularipin", "lastName": "Sulaiman" }, { "creatorType": "author", "firstName": "Sahandri Ghani", "lastName": "Hamzah" }, { "creatorType": "author", "firstName": "Norlizah Che", "lastName": "Hassan" }, { "creatorType": "author", "firstName": "Maryam Gholampour", "lastName": "Garmjani" } ], "abstractNote": "This article introduced a combination of study habits and test taking skills intervention for students on how to control test anxiety and promote their abilities and academic achievement. Based on skill-deficit model, anxious students suffer from test anxiety due to inability of using sufficient study habits and test taking skills to approach examination. Study skills interventions may assist anxious students to distinguish, recover and increase their study habits and test-taking skills. Study skills training intervention can improve students' cognitive processes which affect the organization, processing and retrieval information. Study skills and test-taking skills training are two related treatment components of new study-skills training program. The present intervention introduced in this paper, attempts to guide students on the nature of anxiety, test anxiety, goal setting, motivation, time management techniques, memory tips, reading and summarizing skills improvement and test tak", "publicationTitle": "Asian Social Science", "publisher": "", "place": "", "date": "2013", "volume": "9", "issue": "7", "section": "", "partNumber": "", "partTitle": "", "pages": "85-96", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.5539/ass.v9n7p85", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=88382062&site=ehost-live", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "19112017", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-03-05T00:02:47Z", "dateModified": "2014-03-05T00:02:47Z" } }, { "key": "WG5P9DG5", "version": 25, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { "href": "https://www.zotero.org/groups/stress_busters", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/231782/items/WG5P9DG5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stress_busters/items/WG5P9DG5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1637784, "username": "KRPapageorge", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/krpapageorge", "type": "text/html" } } }, "creatorSummary": "Levrini and Prevatt", "parsedDate": "2002", "numChildren": 0 }, "data": { "key": "WG5P9DG5", "version": 25, "itemType": "bookSection", "title": "Practicing effective learning and study skills", "creators": [ { "creatorType": "author", "firstName": "Abigail", "lastName": "Levrini" }, { "creatorType": "author", "firstName": "Frances", "lastName": "Prevatt" } ], "abstractNote": "There is absolutely no evidence that adults with ADHD are not as smart as other adults. If you have been accused of being stupid or lazy, we hope you have ignored that, because chances are you are just as bright as, and perhaps work even harder than, your friends, classmates, or colleagues. However, the core symptoms of ADHD (impulsivity, inattention, and hyperactivity) can wreak havoc on your best-laid plans to study or write a report or take a test. In this chapter, we’re going to get down to the nuts and bolts of studying, memorizing, paying attention, taking notes, reading without your mind wandering, and writing a paper. Because these are primarily strategies that you need in an educational setting, much of this chapter is geared toward college students; however, the basic skills can easily be applied to work settings also. Start by taking the quiz and finding out whether you see yourself in this chapter. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(chapter)", "bookTitle": "Succeeding with adult ADHD: Daily strategies to help you achieve your goals and manage your life", "series": "Life tools: Books for the general public series.", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2002", "publisher": "American Psychological Association (Washington, DC, US)", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "pages": "143-176", "ISBN": "143381126X, 9781433811265, 1433811251, 9781433811258", "DOI": "", "citationKey": "", "url": "http://search.proquest.com/docview/1013492388?accountid=14512", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-03-05T00:00:14Z", "dateModified": "2014-03-05T00:00:14Z" } }, { "key": "W2U6CB68", "version": 24, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { "href": "https://www.zotero.org/groups/stress_busters", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/231782/items/W2U6CB68", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stress_busters/items/W2U6CB68", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1637784, "username": "KRPapageorge", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/krpapageorge", "type": "text/html" } } }, "creatorSummary": "Brunborg et al.", "parsedDate": "2010-04", "numChildren": 0 }, "data": { "key": "W2U6CB68", "version": 24, "itemType": "journalArticle", "title": "Preoccupation with Failure Affects Number of Study Hours—Not Academic Achievement", "creators": [ { "creatorType": "author", "firstName": "Geir Scott", "lastName": "Brunborg" }, { "creatorType": "author", "firstName": "Stale", "lastName": "Pallesen" }, { "creatorType": "author", "firstName": "Age", "lastName": "Diseth" }, { "creatorType": "author", "firstName": "Svein", "lastName": "Larsen" } ], "abstractNote": "It has been claimed that perceived academic control (AC) in combination with preoccupation with failure (PWF) produces a strong motivation for success, and the interaction (AC x PWF) has been shown to predict academic achievement. In a prospective study, 442 first year psychology students completed a questionnaire about their background, study habits, AC, and PWF. The results showed a positive main effect of AC on academic achievement, but no main effect of PWF was found on academic achievement. The interaction (AC x PWF) was not related to academic achievement. There were no main effects of AC or PWF on study hours. However, the interaction effect (AC x PWF) indicated that among students scoring low on AC, those with high PWF worked more (24.4 hours per week) than those with low PWF (20.9 hours per week). Among those with high AC, no difference on study hours was found between those scoring low and high on PWF.", "publicationTitle": "SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH", "publisher": "", "place": "", "date": "April 2010", "volume": "54", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "125-132", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/00313831003637899", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=49140877&site=ehost-live", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0031-3831", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-03-04T23:58:29Z", "dateModified": "2014-03-04T23:58:29Z" } }, { "key": "87AZKIWI", "version": 23, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { "href": "https://www.zotero.org/groups/stress_busters", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/231782/items/87AZKIWI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stress_busters/items/87AZKIWI", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1637784, "username": "KRPapageorge", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/krpapageorge", "type": "text/html" } } }, "creatorSummary": "Balch", "parsedDate": "2001", "numChildren": 0 }, "data": { "key": "87AZKIWI", "version": 23, "itemType": "journalArticle", "title": "Study Tips: How Helpful Do Introductory Psychology Students Find Them?", "creators": [ { "creatorType": "author", "firstName": "William R", "lastName": "Balch" } ], "abstractNote": "Discusses a systematic approach to six study tips recommended to introductory psychology students to improve their study skills. Presents the results of student ratings (n=114) based upon the tips for helpfulness and degree of use. Includes references. (CMK)", "publicationTitle": "Teaching of psychology", "publisher": "", "place": "", "date": "2001", "volume": "28", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "272-274", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=5401684&site=ehost-live", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0098-6283", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-03-04T23:56:29Z", "dateModified": "2014-03-04T23:56:29Z" } }, { "key": "IXEXASSQ", "version": 22, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { "href": "https://www.zotero.org/groups/stress_busters", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/231782/items/IXEXASSQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stress_busters/items/IXEXASSQ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1637784, "username": "KRPapageorge", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/krpapageorge", "type": "text/html" } } }, "creatorSummary": "Ergene", "parsedDate": "2011-04", "numChildren": 0 }, "data": { "key": "IXEXASSQ", "version": 22, "itemType": "journalArticle", "title": "The Relationships among Test Anxiety, Study Habits, Achievement, Motivation, and Academic Performance among Turkish High School Students", "creators": [ { "creatorType": "author", "firstName": "Tuncay", "lastName": "Ergene" } ], "abstractNote": "The relationships among study habits, test anxiety, achievement, motivation, and academic success were investigated in a Turkish tenth grade high school sample consisting of 510 participants, 267 (52.4%) of whom were females and 243 (47.6%) were males. The data were collected by the Turkish version of Test Anxiety Inventory (TAI), Study Habits Inventory (SHI) and Self Evaluation Inventory (SE!). Students' GPA was accepted as the indicator of their academic success. Small but significant correlations were found between the worry subscale of TAI scores and academic success (r = - 0.18, p 0.01), and between the Study Habits Scale scores arid academic success level (r = 0.15, p < 0.01). A positive relationship between study habits scores and achievement motivation level (r=.39, p 0.01) was found. Gender, worry subscale of TAI and study habits predicted academic success in general. No correlation was observed between achievement motivation and academic success. Test anxiety and study habits were associated positively with academic success and there was no association with achivement motivation. Females were significantly higher in test anxiety scores as consistent with the literature. The results were discussed in the light of the literature.", "publicationTitle": "EGITIM VE BILIM-EDUCATION AND SCIENCE", "publisher": "", "place": "", "date": "April 2011", "volume": "36", "issue": "160", "section": "", "partNumber": "", "partTitle": "", "pages": "320-330", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1300-1337", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-03-04T23:55:13Z", "dateModified": "2014-03-04T23:55:13Z" } }, { "key": "5UZF73R5", "version": 21, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { "href": "https://www.zotero.org/groups/stress_busters", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/231782/items/5UZF73R5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stress_busters/items/5UZF73R5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1637784, "username": "KRPapageorge", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/krpapageorge", "type": "text/html" } } }, "creatorSummary": "Thorne", "parsedDate": "1979-01", "numChildren": 0 }, "data": { "key": "5UZF73R5", "version": 21, "itemType": "journalArticle", "title": "The study-skills workshop", "creators": [ { "creatorType": "author", "firstName": "Brian", "lastName": "Thorne" } ], "abstractNote": "", "publicationTitle": "British Journal of Guidance and Counselling", "publisher": "", "place": "", "date": "January 1979", "volume": "7", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "101-106", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://search.proquest.com/docview/771543598?accountid=14512", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "03069885", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-03-04T23:53:10Z", "dateModified": "2014-03-04T23:53:10Z" } }, { "key": "4B4GCU73", "version": 20, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { "href": "https://www.zotero.org/groups/stress_busters", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/231782/items/4B4GCU73", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stress_busters/items/4B4GCU73", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1637784, "username": "KRPapageorge", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/krpapageorge", "type": "text/html" } } }, "creatorSummary": "Verpoorten et al.", "parsedDate": "2012-11", "numChildren": 0 }, "data": { "key": "4B4GCU73", "version": 20, "itemType": "journalArticle", "title": "Using reflection triggers while learning in an online course", "creators": [ { "creatorType": "author", "firstName": "Dominique", "lastName": "Verpoorten" }, { "creatorType": "author", "firstName": "Wim", "lastName": "Westera" }, { "creatorType": "author", "firstName": "Marcus", "lastName": "Specht" } ], "abstractNote": "This paper reports on a controlled experiment on the effects of three types of reflection triggers in an online course. Fifty-four volunteers, distributed in five groups, used these structured opportunities for reflection during learning. Results show that reflection triggers were extensively employed by the test persons and were perceived as quite useful to reflection and learning. Test persons in the experimental groups reported significantly more reflective prompting and more intensive reflection than those in the control group. In contrast, no positive effects on learner performance and retention could be established. This paradox elicits different possible explanations, which are discussed in the light of the common pedagogical claim that more thoughtful approaches to learning should be promoted. Practitioner Notes What is already known about this topic For many years, both teachers, researchers and prominent authors (Schon, Bateson & Kolb) have been stressing the importance of reflection for learning, both in regular classrooms and in e-learning settings. Reflection can aim at enhancing the effectiveness of learning and/or promoting metacognition or similar notions such as learning to learn or self-regulation, all considered as essential skills for knowledge workers. Today's electronic learning environments expand opportunities to reinforce reflection by prompting learners about the content at hand and about own ways of internalising it. What this paper adds Although a wide variety of reflection triggers can be observed in the literature, there is only little and scattered research evidence available about the assumed effects and usage. This paper addresses this lack of empirical data by surveying three concrete and structured reflection affordances. The promotion of reflection is nowadays often associated to post-practice reflective tools such as a portfolio or learning diary. This paper brings in the forefront a different type of tool that targets reflection in action. This paper relates its findings to similar experiments and pending questions in order to offer a context for the discussion about compact and cost-effective ways to stimulate reflection while learning. This study demonstrates that the positive appreciation of reflection triggers by users does not necessarily cohere with increased performance and retention. Implications for practice and/or policy Some institutions are experimenting with efforts to teach more than how to pass exams: they are looking for ways to enhance their students' metacognition. This study explores the provision of reflection triggers as one possibility to make learning processes and habits (good or bad) more tangible. Teachers might feel that they lack time to promote metacognition. However, the reflection triggers suggested in this paper might amount to very short periods of time. This cost-effective approach might allow teachers to avoid sacrificing content or burdening learners. The paper invites teachers to evaluate against their audience and learning goals the relevance of giving a face value to reflection instead of assuming that this reflection will occur. If they would then decide to use reflection triggers, the paper offers ideas for innovative crisscrossing between cognitive and metacognitive landscapes in online formal learning settings. It also elaborates on the observed limitations of the approach.", "publicationTitle": "BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY", "publisher": "", "place": "", "date": "November 2012", "volume": "43", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "1030-1040", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/j.1467-8535.2011.01257.x", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=82468988&site=ehost-live", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0007-1013", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-03-04T23:51:48Z", "dateModified": "2014-03-04T23:51:48Z" } }, { "key": "P8N2VRDK", "version": 19, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { 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The present intervention introduced in this paper, attempts to guide students on the nature of anxiety, test anxiety, goal setting, motivation, time management techniques, memory tips, reading and summarizing skills improvement and test taking tricks.

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Based on skill-deficit model, anxious students suffer from test anxiety due to inability of using sufficient study habits and test taking skills to approach examination. Study skills interventions may assist anxious students to distinguish, recover and increase their study habits and test-taking skills. Study skills training intervention can improve students' cognitive processes which affect the organization, processing and retrieval information. Study skills and test-taking skills training are two related treatment components of new study-skills training program. The present intervention introduced in this paper, attempts to guide students on the nature of anxiety, test anxiety, goal setting, motivation, time management techniques, memory tips, reading and summarizing skills improvement and test taking tricks. Through this intervention as a practical tool, students can be able to learn various tips and strategies across the study habits and test taking skills activities to improve their study abilities and academic achievement.", "publicationTitle": "Asian Social Science", "publisher": "", "place": "", "date": "June 2013", "volume": "9", "issue": "7", "section": "", "partNumber": "", "partTitle": "", "pages": "85-96", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Asian Social Science", "DOI": "10.5539/ass.v9n7p85", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=88382062&site=ehost-live", "accessDate": "2013-12-03T22:33:41Z", "PMID": "", "PMCID": "", "ISSN": "19112017", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "ACADEMIC achievement", "type": 1 }, { "tag": "MEMORY", "type": 1 }, { "tag": "STUDY skills", "type": 1 }, { "tag": "TEST anxiety", "type": 1 }, { "tag": "TEST-taking skills", "type": 1 }, { "tag": "TIME management", "type": 1 }, { "tag": "study habits", "type": 1 }, { "tag": "study skill training intervention", "type": 1 }, { "tag": "study skills training", "type": 1 }, { "tag": "test taking skills", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2013-12-03T22:33:41Z", "dateModified": "2013-12-03T22:33:41Z" } }, { "key": "TV7W8EZS", "version": 16, "library": { "type": "group", "id": 231782, "name": "Stress Busters", "links": { "alternate": { "href": "https://www.zotero.org/groups/stress_busters", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/231782/items/TV7W8EZS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/stress_busters/items/TV7W8EZS", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/231782/items/XRJZ5UF6", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1695403, "username": "inqspecs", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/inqspecs", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "TV7W8EZS", "version": 16, "parentItem": "XRJZ5UF6", "itemType": "note", "note": "

The usage patterns provide evidence that that while more usage occurs during traditional hours, users who prefer late night do so consistently. The researchers found the late night library was serving patrons who were cross sections of university community with higher than average grade point averages and retention rates when compared to university averages.

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