Proficiency at academic studying |
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| Institution: | 1. Department of Internal Medicine, University of Connecticut Health Center, Farmington, Connecticut, USA;2. Department of Radiation Oncology, Government Medical College, Thrissur, Kerala, India;3. Department of Internal Medicine, University of Arkansas for Medical Sciences, Little Rock, Arkansas, USA;4. MOSC Medical College Kolenchery, Kerala, India;1. Graduate Institute of Applied Mechanics, National Taiwan University, Taipei 10617, Taiwan;2. Graduate Institute of Photonics and Optoelectronics & Department of Electrical Engineering, National Taiwan University, Taipei 10617, Taiwan;3. Department of Chemical Engineering, National Taiwan University, Taipei 10617, Taiwan;4. Materials and Chemical Research Laboratories, Industrial Technology Research Institute, Chutung 31040, Taiwan;1. State Key Laboratory of Geological Processes and Mineral Resources, China University of Geosciences (Wuhan), Wuhan 430074, China;2. Department of Earth, Atmosphere and Environment, Monash University, Victoria 3800, Australia;3. Department of Earth Sciences, University of St Andrew, KY16 9AL, UK;4. Geological Survey of Canada, Natural Resources Canada, Calgary, Alberta T2L2A7, Canada;5. State Key Laboratory of Biogeology and Environmental Geology, China University of Geosciences (Wuhan), Wuhan 430074, China;6. School of Earth and Environment, University of Leeds, Leeds, UK |
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| Abstract: | This article presents a hypothetical model, based largely on extant laboratory research, of (a) attributes of proficiency at academic studying, and (b) course features that should act to promote and support students' engagement in sustained self-directed learning. This ideal model is contrasted with normative study behavior as indexed by results from a recent survey of adolescents' study activities. Principles regarding the way in which course demands and supports act to inhibit study proficiency in academic settings are discussed. |
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