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Thomas, John W. | 6 |
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Thomas, John W.; And Others – Contemporary Educational Psychology, 1987
A battery of test was given to 1,240 students at the junior and senior high school and college level to assess their academic aptitude, self-efficacy, achievement orientation, and course-specific study activities. (RB)
Descriptors: Academic Achievement, College Students, Course Organization, Secondary Education

Thomas, John W.; And Others – Contemporary Educational Psychology, 1987
Contends that academic achievement cannot be improved by increasing the amount of time students spend on homework. Instead, achievement depends on the nature of the study activities students do. (RB)
Descriptors: College Students, Course Organization, Instructional Program Divisions, Secondary Education
Thomas, John W.; Curley, Robert G. – 1984
The study reports on the first of several investigations into the antecedents and consequences of students' study activities across junior high school through college years. The development and validation of a self-report instrument, the "California Study Activities Inventory" (CSAI) is described. The principal features of the instrument…
Descriptors: Academic Achievement, Higher Education, Secondary Education, Student Characteristics

Thomas, John W.; And Others – Higher Education, 1991
Research on college students' study skills and habits and on secondary-level course organization suggest certain patterns of instructor demand (workload, test difficulty, latitude for self-direction) and compensations (test review practices, test item overlap with instructor handouts, "safety nets") may account for student study deficiencies, and…
Descriptors: College Preparation, College Students, Course Organization, High School Graduates
Thomas, John W.; And Others – 1987
For the past two years a survey has been conducted of over 20 junior high school, high school, and college social science courses in order to describe the interrelationships among a number of factors believed to related to classroom achievement. These factors include age and grade level, academic ability, self-concept, personality, and…
Descriptors: Academic Achievement, Academic Standards, Classroom Environment, Course Content

Thomas, John W. – Elementary School Journal, 1993
Reviews the opportunities for and obstacles to promoting independent learning at the middle grades level. Proposes the substitution of compensatory practices that discourage self-directed learning activities, such as test review handouts, with instructional practices that support independent learning activities, such as performance feedback and…
Descriptors: Adolescents, Drills (Practice), Elementary Education, Feedback