Study Factors and Their Impact on Military School Performance Measures
NAVY PERSONNEL RESEARCH AND DEVELOPMENT CENTER SAN DIEGO CA
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A 16-dimension survey to assess study skills was designed and administered to 705 students enrolled in five Navy schools. After revision based on reliability analyses, validity analyses were performed at two of the schools by correlating survey responses with test performance measures. At one school, correlations indicated that those students who were more competitive or motivated, had higher concentration or memorization skills, or asked more questions performed significantly better on the most difficult test in the school. At the seoond school, using partial correlations to control for student ability, study factors reliability predicted test performance, irrespective of student ability. Multiple regression coefficients of .618 and .379 supported the independent contribution of several study factors to test performance. Selected study skill training resources used by the military are identified and functional researcn dizections are described.