Becoming a psychology undergraduate: integrating study skills and integrating students

Peter Reddy, Anika Greasley, Vanessa Parson, Joel Talcott, Katherine Harrington, James Elander

Research output: Contribution to journalArticlepeer-review


Three 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.
Original languageUndefined/Unknown
Pages (from-to)38-41
Number of pages4
JournalPsychology Learning and Teaching
Issue number2
Publication statusPublished - 2008

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