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Study Skills and Problem-Solving Strategies in Spanish Students

Andres Esteban

University of Seville, Spain

This paper describes an investigation into reported study skills, motivation and creativity and their relation to academic achievement and problem-solving strategies in a sample of Spanish high-school students. The International Study Skills Inventory (Sakamoto, 1983) was administered to 197 students attending two Seville high schools together with a non-verbal cognitive problem (Esteban, 1976). Factor analysis revealed considerable overlap with previous findings in the key factors of study skills, motivation and creativity. Current and, to a lesser extent, projected academic success, and successful problem-solving strategies were found to correlate with specific responses to the ISSI. The Spanish group were found to favour a more passive approach to study which did not relate particularly well to open-ended problem-solving. Further consideration of the whole area of attitudes to study by school psychologists is recommended.

School Psychology International, Vol. 9, No. 2, 147-150 (1988)
DOI: 10.1177/0143034388092009


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