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Relevant bibliographies by topics / Academic study skills

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Journal articles

Academic literature on the topic 'Academic study skills'

Author: Grafiati

Published: 10 January 2023

Last updated: 28 January 2023

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Journal articles on the topic "Academic study skills"

1

Doró, Katalin:. "Academic study skills." EduLingua 1, no. 1 (2015): 17–27. http://dx.doi.org/10.14232/edulingua.2015.1.3.

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2

Jamaludin, Thandar Soe Sumaiyah, Mohd. Said Nurumal, Norfadzilah Ahmad, Siti Aesah Naznin Muhammad, and Chong Mei Chan. "Soft skills elements in structured clinical skill assessment: a qualitative study." Bali Medical Journal 11, no. 3 (2022): 1666–74. http://dx.doi.org/10.15562/bmj.v11i3.3721.

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Introduction: The intangible nature of soft skills makes it difficult for nursing academics to evaluate nursing students' attainment of these skills. Most of the time, academics focus more on assessing nursing students' knowledge and performance (hard skills) in clinical skill assessments. In focusing primarily on assessing nursing students' hard skill competencies, the nursing profession has given inadequate attention to developing their soft skill competencies. Thus, this study aimed to explore the nursing academic's view on soft skills elements in structured clinical skill assessment for th

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3

Hopkins, Diana, Tom Reid, and Rhian Worth. "SAGE Study Skills: The Academic Skills Handbook." Psychology Teaching Review 25, no. 1 (2019): 78–79. http://dx.doi.org/10.53841/bpsptr.2019.25.1.78.

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4

K, Ramalakshmi. "A Study on the Importance of OCB Skills at Academic Institutions." Revista Gestão Inovação e Tecnologias 11, no. 3 (2021): 1709–15. http://dx.doi.org/10.47059/revistageintec.v11i3.2044.

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5

Gadzella, Bernadette M., Dean W. Ginther, and J. David Williamson. "Study Skills, Learning Processes and Academic Achievement." Psychological Reports 61, no. 1 (1987): 167–72. http://dx.doi.org/10.2466/pr0.1987.61.1.167.

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Correlations between scores on the Deep Processing Scale of the Inventory of Learning Processes, the CAI Study Skills Test scales and academic achievement as GPA were assessed. Also, differences between deep and shallow processors on study skills were examined for 132 undergraduates from psychology classes. Knowledge of certain study skills is related to a student's facility in deep processing, while knowledge of other study-skills strategies is largely unrelated to deep or shallow processing styles of learning. Deep and shallow processors did not differ significantly on study skills, although

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6

Gettinger, Maribeth, and Jill K. Seibert. "Contributions of Study Skills to Academic Competence." School Psychology Review 31, no. 3 (2002): 350–65. http://dx.doi.org/10.1080/02796015.2002.12086160.

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7

Demeshkant, Nataliia. "Future Academic Teachers' Digital Skills: Polish Case-Study." Universal Journal of Educational Research 8, no. 7 (2020): 3173–78. http://dx.doi.org/10.13189/ujer.2020.080746.

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8

Sunaiyah, Salma, Wahyudi Siswanto, Taufik Dermawan, and Muakibatul Hasanah. "Student Academic Writing Knowledge and Skills or Student Academic Writing Competence in Indonesia." NeuroQuantology 20, no. 2 (2022): 240–66. http://dx.doi.org/10.14704/nq.2022.20.2.nq22285.

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This study discusses academic writing in terms of competence. Knowledge and skills are elements of competence. Revised Bloom's educational taxonomy written by Lorin W. Anderson and David W. Krathwohl used to discuss academic writing knowledge. Objective tests are used to capture students' knowledge of academic writing. Interviews were used to capture students' academic writing skills. Factual knowledge was found: students can mention the contents of the bibliography based on the elements that have been determined by various styles of writing. Conceptual knowledge: students can recognize the re

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9

Sabirova, R., M. Umurkulova, and Ben C. H. Kuo. "Academic stress at different yearsof study." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (2020): 71–78. http://dx.doi.org/10.31489/2020ped4/71-78.

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The article describes the results of a study of academic stress in 119 psychology students of the Faculty of Philosophy and Psychology of Karaganda State University. The author substantiates the relevance of the stress problem arising in the process of educational activity. The necessity of enriching the diagnostic arsenal of psychologists and teachers with new methods for academic stress research is shown. An empirical study identified objective and subjective sources, mental and somatic manifestations of stress. The dynamics of the course of academic stress at different stages of study at th

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10

Twagilimana, Innocent, and Devika Naidoo. "Conflicting Expectations by Lecturers and Students Regarding the Production of Good Academic Writing: A Case Study at the University of Rwanda." Rwanda Journal of Social Sciences, Humanities and Business 1, no. 1 (2020): 65–75. http://dx.doi.org/10.4314/rjsshb.v1i1.6.

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In the academic context, lecturers often describe students’ academic writing as very poor whereas the students themselves affirm not to understand the lecturers’ expectations with regard to ‘good writing skills’. This is a report on a study conducted in Rwanda to explore students and lecturers’ expectations of good academic writing. The investigation is underpinned by recent developments in academic writing theories. Based on a qualitative approach and a case study methodology, data were collected by analysing key teaching materials, visiting classes and interviewing academics and students. Th

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