Chiara Meneghetti1,2, Nicole Casali*1, Mara Fabris2, Debora Palamà2,
Roberta Rizzato2, Claudia Zamperlin2, Michela Zavagnin2, Rossana De Beni2
nicole.casali@phd.unipd.it
1 Department of General Psychology, University of Padova, Padova, Italy
2 Psychological Assistance Service, University of Padova, Padova, Italy
Abstract
Students can encounter difficulties in their academic careers, regarding their studying skills, for instance, or experiencing negative emotions. Both are amenable to training and related to one another. This study aimed to examine the efficacy of two interventions focusing on studying skills or emotional skills. Two groups of students with academic difficulties participated: 30 worked on study-related aspects (Study skills group); and the other 30 attended lessons on emotions in everyday life (Emotional skills group). They were tested before and after the training on measures of their motivation to learn, self–regulated learning strategies, and emotions (positive and negative emotions). The results showed that both groups benefited from the training. The Study skills group improved specifically in incremental theory of intelligence (d=0.94, p<0.001), self–regulated learning strategies (organization: d=0.74, p<0.001; elaboration: d=0.58, p<0.001; preparing for exams: d=0.78, p<0.001, specific effects), and more positive emotions about their academic performance (d=0.64, p<0.001, transfer effect). The Emotional skills group showed smaller effects on study-related aspects (0.10≤d≤0.49), with a large effect on negative emotions about the self (d=– .87). These results offer insight on how to approach students’ academic difficulties.
Please cite this article as: Meneghetti, C., Casali, N., Fabris, M., Palamà, D., Rizzato, R., Zamperlin, C., … & De Beni, R. (2021). STUDENTS WITH ACADEMIC DIFFICULTIES: BENEFITS OF A STUDY SKILLS GROUP COMPARED TO AN EMOTIONAL SKILLS GROUP. Journal of Evidence-Based Psychotherapies, 21(2).
DOI: 10.24193/jebp.2021.2.13
Published online: 2021/09/01
Published print: 2021/09/01
Keywords: academic difficulties, intervention; self-regulated learning; emotions
