REVISÃO SISTEMÁTICA DE LITERATURA SOBRE STUDY SKILLS

• Autor(a) principal: Moreira, Luís Filipe Torres
• Data de Publicação: 2023
• Outros Autores: Pinto, Rúben Fernando Pestana Aragão
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/ilcj.v13i2.31194

This article is based on a Systematic Literature Review, with the adoption of strict criteria according to which published and accessible studies on Study Skills in the SCOPUS and the Web of Science (WOS) databases were selected. The purpose of this investigation is to characterize the implementation of Study Skills currently. A review question was formulated, with the elaboration of the research objectives and definition of the keyword inherent to the present study, construction of inclusion/exclusion criteria and the PRISMA protocol of systematic review. In the initial research phase, 18 articles were found, but after applying the various inclusion and exclusion criteria, 6 articles remained for analysis. A content analysis was carried out on the final corpus of articles grouped into 4 categories: (i) teachers; (ii) students; (iii) academic and professional results and (iv) perspectives for future studies. The analysis addressed, among others, the need to: (i) identify obstacles and difficulties in the use of study skills by students; (ii) explore the implementation of Study Skills training programs for students, promoted by teachers; (iii) explore the students' and teachers' perceptions of study skills; (iv) analyze the relationship between the use of effective study skills and students' academic performance and (v) present recommendations for future studies. Evidence stands out that Study Skills will contribute, on the one hand, to the reduction of procrastination and anxiety in moments prior to student assessments and, on the other hand, to enhance their learning by promoting academic success.