What Makes a Study Strategy Intervention Impactful? An Interview-Based Study

Document Type

Article

Publication Date

Spring 2022

Publication Title

College Student Affairs Journal

DOI

10.1353/csj.2022.0001

ISSN

2381-2338

Abstract

The purpose of the present study was to understand students’ perceptions of the impact of a study strategy workshop intervention. For decades, researchers and higher education practitioners have used workshops as a method to buffer against the challenges that college students face. Prior research has supported the value of such interventions; however, the features that underlie effective workshop interventions are not fully understood. We conducted 20 semi-structured interviews to identify nuance and subjective details related to students’ experiences with a study strategies workshop intervention in an undergraduate biology course. Based on thematic codebook analysis, findings pointed to three themes related to features that allowed the intervention to have an impact on students’ study strategies: receptivity to workshop content, motivation and ability to change, and conditions for sustained change.

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