Hostname: page-component-5d59c44645-lfgmx Total loading time: 0 Render date: 2024-03-01T04:35:33.468Z Has data issue: false hasContentIssue false

The Transtheoretical Model and Study Skills

Published online by Cambridge University Press:  22 February 2012

Anthony M. Grant*
Affiliation:
University of Sydney, Australia. anthonyg@psych.usyd.edu.au
John Franklin
Affiliation:
Macquarie University,.Australia.
*
*Address for correspondence: Anthony Grant, School of Psychology, University of Sydney, Sydney NSW 2006, Australia.
Get access

Abstract

There is empirical support for the transtheoretical model (TTM) of change within the health and psychopathology-related areas, but relatively little research into its applicability in relation to academic settings. The aim of the study was to investigate whether the TTM is applicable to the adoption of improved study skills. Participants were 148 first-year university students. A 2-factor (pros and cons) study-related decisional balance measure was developed and participants completed questionaries assessing their readiness to change, self-efficacy, study strategies and decisional balance. Decisional balance pros and cons were as predicted by the TTM. Cons were higher than pros in precontemplation and pros were higher than cons in maintenance. Self-efficacy increased from contemplation through to maintenance, and students in action and maintenance showed an increase in the use of deep achieving study strategies and a decrease in the use of surface strategies. The data provides initial support for the applicability of the TTM to academic performance enhancement. The TTM may be a useful psycho-educational tool that can facilitate the adoption of improved study strategies through coaching.

Type
Standard Papers
Copyright
Copyright © Cambridge University Press 2007

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)