Study Skills Course Impact on Academic Self-Efficacy By Brenna M. Wernersbach, Susan L. Crowley, Scott C. Bates, and Carol Rosenthal Abstract: Although study skills courses improve (Hsieh, Sullivan, & Guerra, 2007; Klomegah, student retention, the impact of study skills courses on 2007). Self-efficacy refers to an individual’s belief students’ academic self-efficacy has not been investi- in his or her capability of successfully completing gated. The present study examined pre- and posttest a particular task (Bandura, 1989) and is a useful levels of academic self-efficacy in college students predictor of achievement, especially in specific enrolled in a study skills course (n = 126) compared rather than global, domains. For example, in a few to students enrolled in a general education course studies academic self-efficacy has been shown to (n = 111). Students enrolled in study skills courses be a stronger predictor of academic success than had lower initial levels of academic self-efficacy and general self-efficacy (e.g., Choi, 2005). Despite the demonstrated greater increases than comparison evidence demonstrating the effectiveness of study students, reaching equivalent levels or surpassing skills courses and workshops as well as the predic- the comparison students at posttest. Results are tive value of academic self-efficacy, the impact of considered in light of the broader issue of student study skills courses and workshops on student The impact of study skills retention and in the context of current practice. academic self-efficacy has not been examined. courses and workshops The present study was designed to examine One of the primary concerns of colleges and uni- pre- and postintervention levels of academic self- on student academic versities today is the retention of students. Research efficacy in university students enrolled in a study suggests that retention, defined as consistent skills course, as well as the predictive power of self-efficacy has not been enrollment at one institution across semesters, is academic self-efficacy on academic outcome and examined. impacted by individual factors such as adjustment retention into the following semester. Differences to college life, financial struggles, stress levels, and in levels of academic self-efficacy between the stu- lack of study strategies (Lau, 2003). Students who dents enrolled in the study skills course and a com- are unable to overcome such obstacles are more parison group of students were also investigated. likely to drop out. To increase student retention, many colleges and universities employ a variety Academic Support Services of programs targeted at helping students persist Many universities currently employ a variety of in the higher education learning setting, such as programs designed to help students adjust to and study strategies and skills courses and workshops. succeed in higher learning settings. Academic Such interventions are designed to provide students support services offer students help in a number Brenna M. Wernersbach with additional tools and resources to facilitate of formats, such as individual counseling, tutoring, Postdoctoral Fellow academic success. Many colleges and universities study skills courses, and study skills workshops. University of Minnesota Medical School identify a population of “at-risk” students who These programs commonly target time manage- (formerly at Utah State University) are placed on academic probation or “warning ment, reading techniques for textbooks, effective 1300 S. 2nd Street, Suite 180 status” based on factors such as high school GPA note taking, resource utilizations (such as librar- Minneapolis, MN 55454 and ACT/SAT scores (Abrams & Jernigan, 1984). ies), and study/exam-taking techniques. Often, These academically underprepared students are incoming students who may be academically Susan L. Crowley referred to courses or workshops based on their underprepared are encouraged or even required to Professor, Department of Psychology predicted need. Such classes and workshops target participate in such programs based on factors such [email protected] study skill areas such as managing time, reading as high school GPA or ACT/SAT scores (Abrams textbooks, taking class notes, utilizing available & Jernigan, 1984). Scott C. Bates resources, and preparing for and taking exams. A number of researchers have sought to Associate VP for Research and Associate The effects of study skill courses or workshops on investi gate the effectiveness of academic support Professor student academic success and retention have been services. Abrams and Jernigan (1984) investigated Carol Rosenthal examined in multiple studies, and their successes the relationship between student use of support Director, Academic Resource Center (retired) have been observed (Abrams & Jernigan, 1984; services and academic success in high-risk college Braunstein, Lesser & Pescatrice, 2008; Polansky, freshmen. Students were required to participate Utah State University Horan & Hanish, 1993). in study strategies instruction but were provided 2810 Old Main Hill The research literature also suggests that with the option of attending scheduled workshops Logan, UT 84322-2810 self-efficacy is an important predictor of success or receiving individual help at the support center. 14 JOURNAL of DEVELOPMENTAL EDUCATION Additionally, free peer tutoring was available to Postsecondary Students Longitudinal Survey Focus of Inquiry students. They found that the number of hours (Wine et al., 2002), reported meaningful differ- spent obtaining services in reading and study skills ences between first-generation college students Academic support services such as study skills areas and the number of visits to the tutor were the and their continuing-generation classmates on a courses delivered to students at risk of nonper- greatest contributors to academic success, with the variety of persistence-related characteristics (e.g., sistence have demonstrated a positive influence single best predictor being the number of hours ethnicity, income status, sex)—characteristics that on student academic success. Research has also spent in the reading and study skills program. are not necessarily a part of the persistence/self- shown that academic self-efficacy is a meaning- In another study, Polansky, Horan, and Hanish efficacy equation as much as important contextual ful predictor of academic performance. However, (1993) investigated the impact of effective study variables that impact persistency in multiple ways. the relationship between study skills courses and strategies training and career counseling on the Bandura (1989) described self-efficacy as a motiva- student levels of academic self-efficacy has not been retention of at-risk students. Students were clas- tional factor that may promote or discourage action investigated. The present study used a sample of sified as at-risk if they met the following criteria: based on individuals’ judgment of their ability to students from a study skills intervention course freshmen status, undecided major, and presence control events impacting their lives. Individuals as well as a sample of comparison students from of “academic deficiencies” (GPA < 2.0, lack of cer- who are doubtful about their capabilities are eas- a general education course (and not enrolled in tain high school courses, SAT < 930 or ACT < 21). ily discouraged by struggles and failure, whereas study skills course) to examine this relationship. Students were considered to have been “retained” individuals with more confidence in their abilities Specifically, we sought to investigate the following if they were enrolled in school for two consecutive persist despite obstacles until they find success. research questions: semesters after the end of treatment. One hundred Indeed, recently Richardson, Abraham, and Bond 1. Is there a statistically significant difference percent of the study-skills-alone participants were (2012) reviewed and meta-analyzed the empiri- in levels of academic self-efficacy between retained, in comparison to 33% of the control cal literature on the correlates of one indicator of students enrolled in study skills courses group. Study-skills-alone participants also were college student success: grade point average. They and those who are not (a) at the beginning considered significantly more successful (GPA > reported that the strongest correlate of university of the semester, and (b) at the end of the 2.0) than those in the career-counseling-alone and semester? combined treatments. In fact, 89% of study-skills- alone participants had GPAs above 2.0 at follow-up. The strongest correlate 2. Does study skills course participation The authors concluded that study skills training result in a change in academic self-efficacy focused on time management, goal setting, learning of university GPA was as measured at the beginning and the styles, and relaxation appears to be “an effective way performance self-efficacy. end of the course? Do such academically to improve the retention of students at risk for drop- underprepared students demonstrate ping out of school” (p. 492). Interestingly, students greater changes in level of academic in the study-skills-alone treatment group did not GPA was performance self-efficacy. Self-efficacy self-efficacy in comparison to students not self-report improved study habits compared to the is domain specific and best assessed at task levels enrolled in the course? other treatment groups, despite their higher GPAs. rather than