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How Much Do Study Habits, Skills, and Attitudes Affect Student Performance in Introductory College Accounting Courses?.
16 references·0 citing·47 second hop
How Much Do Study Habits, Skills, and Attitudes Affect Student Performance in Introductory College Accounting Courses?. (2011)How Much Do Study Habits, Skills, and Att…Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance (2008)Study Habits, Skills, and Att…Exogenous and Endogenous Factors Influencing Students' Performance in Undergraduate Accounting Modules (2008)Exogenous and Endogenous Fact…Academic Performance of College Students: Influence of Time Spent Studying and Working (2006)Academic Performance of Colle…Teachers, Schools, and Academic Achievement (2005)Teachers, Schools, and Academ…Students' Approaches to Study in Introductory Accounting Courses (2005)Students' Approaches to Study…Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance (2004)Why study time does not predi…The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data (2004)The Impact of Individual Teac…Student performance in tertiary‐level accounting: an international student focus (2004)Student performance in tertia…How Large Are Teacher Effects? (2004)How Large Are Teacher Effects?Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis. (2004)Do Psychosocial and Study Ski…Changing the learning environment to promote deep learning approaches in first-year accounting students (2004)Changing the learning environ…A quantitative exploration of student performance on an undergraduate accounting programme of study (2003)A quantitative exploration of…The determinants of performance in an accountancy degree programme (1999)The determinants of performan…Predicting success for introductory accounting students: some further Hong Kong evidence (1993)Predicting success for introd…Effort and Reward: The Assumption That College Grades are Affected by Quantity of Study (1985)Effort and Reward: The Assump…Work and motivation (1964)Work and motivationThe role of deliberate practice in the acquisition of expert performance. 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References

  • 1964Work and motivation10,436 cited
  • 2005Teachers, Schools, and Academic Achievement4,499 cited
  • 2004Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis.2,478 cited
  • 2004The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data2,432 cited
  • 2004How Large Are Teacher Effects?1,497 cited
  • 2008Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance779 cited
  • 2004Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance400 cited
  • 2006Academic Performance of College Students: Influence of Time Spent Studying and Working324 cited
  • 2004Changing the learning environment to promote deep learning approaches in first-year accounting students293 cited
  • 1985Effort and Reward: The Assumption That College Grades are Affected by Quantity of Study200 cited
  • 1999The determinants of performance in an accountancy degree programme180 cited
  • 2008Exogenous and Endogenous Factors Influencing Students' Performance in Undergraduate Accounting Modules153 cited
  • 1993Predicting success for introductory accounting students: some further Hong Kong evidence112 cited
  • 2003A quantitative exploration of student performance on an undergraduate accounting programme of study

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103 cited
  • 2004Student performance in tertiary‐level accounting: an international student focus92 cited
  • 2005Students' Approaches to Study in Introductory Accounting Courses85 cited
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