An invitation to an educational psychology of studying

Studying is of sufficient presumptive importance for academic achievement that it deserves concerted attention from educational psychologists. Such attention has thus far been inadequate to create a coherent psychology of studying, but a substantial amount of relevant research is available. A summary review of this research suggests that relationships between study activities and achievement are specific in that they vary substantially with course and student characteristics. Moreover, the influence of student characteristics on such relationships is expected to vary as a function of course demands for cognitive transformational activity and provisions for autonomous student activity.