Undergraduate Students' Self-Assessment of Study Skills: A Preliminary Analysis
Document Type
Oral Presentation
Campus where you would like to present
SURC Ballroom C/D
Start Date
16-5-2013
End Date
16-5-2013
Abstract
The purpose of the current study was to investigate study habits of undergraduate students enrolled in a regional university in the Pacific Northwest. Previous research has demonstrated that a better understanding of the study habits of undergraduate students may assist in developing programs to support student success and in increasing retention and completion rates of students. Participants included more than 550 undergraduate students attending a regional university in Washington State. Preliminary analyses indicated that more than 70 percent of participants identified as female, and more than 45 percent of participants were classified as freshmen. More than half of participants reported living on-campus, and nearly 80 percent of participants identify as Caucasian. Further analyses will be presented including the potential impacts of student employment and peer interactions on study skills, and student use of on-campus resources such as writing and math centers and computer labs will be discussed. Additionally, suggestions for increasing student study skills and success will be discussed.
Recommended Citation
Little, Suzanne and Petersen, Carolyn, "Undergraduate Students' Self-Assessment of Study Skills: A Preliminary Analysis" (2013). Symposium Of University Research and Creative Expression (SOURCE). 142.
https://digitalcommons.cwu.edu/source/2013/posters/142
Poster Number
45
Additional Mentoring Department
Psychology
Undergraduate Students' Self-Assessment of Study Skills: A Preliminary Analysis
SURC Ballroom C/D
The purpose of the current study was to investigate study habits of undergraduate students enrolled in a regional university in the Pacific Northwest. Previous research has demonstrated that a better understanding of the study habits of undergraduate students may assist in developing programs to support student success and in increasing retention and completion rates of students. Participants included more than 550 undergraduate students attending a regional university in Washington State. Preliminary analyses indicated that more than 70 percent of participants identified as female, and more than 45 percent of participants were classified as freshmen. More than half of participants reported living on-campus, and nearly 80 percent of participants identify as Caucasian. Further analyses will be presented including the potential impacts of student employment and peer interactions on study skills, and student use of on-campus resources such as writing and math centers and computer labs will be discussed. Additionally, suggestions for increasing student study skills and success will be discussed.
Faculty Mentor(s)
Suzanne Little