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Peer reviewedThomas, 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
Peer reviewedThomas, 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
Peer reviewedThomas, 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
