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dc.contributor.authorReddy, Peter
dc.contributor.authorGreasley, Anika
dc.contributor.authorParson, Vanessa
dc.contributor.authorTalcott, Joel
dc.contributor.authorHarrington, Katherine
dc.contributor.authorElander, James
dc.date.accessioned2019-10-24T04:43:38Z
dc.date.available2019-10-24T04:43:38Z
dc.date.created2017-01-05 01:08
dc.date.issued2008
dc.identifieroai:eprints.aston.ac.uk:16909
dc.identifierReddy, Peter; Greasley, Anika; Parson, Vanessa; Talcott, Joel; Harrington, Katherine and Elander, James (2008). Becoming a psychology undergraduate:integrating study skills and integrating students. Psychology learning and teaching, 7 (2), pp. 38-41.
dc.identifier.urihttp://hdl.handle.net/20.500.12424/852013
dc.description.abstractThree years of action research into a study skills and transition programme for psychology undergraduates are reported. The programme began as a ‘bolt-on’ response to perceptions of student deficit and developed to focus on transition to university. Data from three cohorts and over 600 students show attendance to be associated with higher academic grades and progression rates. The programme has also helped to establish relationships with peers and staff, prepare students for assessments, set expectations about study, and provided an opportunity to ask questions, to work collaboratively and to learn about referencing and plagiarism. Concerns with study skills highlighted by Wingate (2006) and others are discussed.
dc.relation.ispartofhttp://eprints.aston.ac.uk/16909/
dc.titleBecoming a psychology undergraduate:integrating study skills and integrating students
dc.typeArticle
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ge.identifier.permalinkhttps://www.globethics.net/gel/10449903
ge.lastmodificationdate2017-01-05 01:08
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ge.oai.setnameType = Article
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ge.linkhttp://eprints.aston.ac.uk/16909/


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