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Study Skills Measurement in Grades 7-12

University of Washington

Margaret S. Tribble

Seattle Public Schools

A study was performed to examine the measurement characteristics of the Study Habits Questionnaire (SHQ) designed for use in secondary schools and to explore differences among adolescents in their self-reported study skills. Subjects were 378 students in grades 7-12 who were tracked according to their cumulative achievement status. Purported subscales for the SHQ were not supported by factor analysis, suggesting limitations of the measure for differential diagnosis and prescriptive work with individual adolescents. Satisfactory reliability was observed, however, and the measure correlated significantly with student grade-point-average. Contrary to expectation, middle school students reported significantly higher study skills scores than did their secondary school counterparts. An expected pattern was revealed for tracking, with advanced track students scoring highest and followed in descending order by general and basic track students. Study skills were related to an independent self-report measure of achievement motivation as well. Selected problems in study skills measurement and implications for study skills training are discussed.

Journal of Adolescent Research, Vol. 2, No. 1, 85-93 (1987)
DOI: 10.1177/074355488721008


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