The studying and learning capability involves the development of critical study strategies related to the comprehension, integration, and retention of information. These learning strategies and habits are fundamental to academic performance, and mastering them can have a large impact on learning outcomes (Gettinger & Seibert, 2002; Robbins et al., 2004). Poor study skills lead to academic adjustment problems in the transition from high school to college, including withdrawal from school (Abbott-Chapman, Hughes, & Wyld, 1992; Pantages & Creedon, 1978). In an attempt to address this, colleges and universities are devoting increased attention to the development of student study skills by added courses specifically aimed at “learning to learn.” From an instructional perspective, it is a safe assumption that students who understand how they learn new information will also have a more accurate understanding of what they have and have not mastered and thus will be in a better position to develop expertise in both academic and workplace settings.

Instruction in studying and learning strategies has been shown to have substantial effects   (d = .26–.59) on course grades (Hattie, Biggs, & Purdie, 1996; Liu et al., 2014), yet these strategies are rarely taught by typical instructors, who are focused on covering domain-specific curricular content (Kistner et al., 2010). Everson, Weinstein, and Laitusis (2000) found that subscales on the Learning and Study Strategies Inventory (LASSI) measuring active and metacognitive study strategies were significant predictors of both PSAT scores and high school GPA.

A meta-analysis of the predictive and incremental validity of measures of study skills found strong support for learning skills and college performance. In particular, the incremental validity of study skills constructs above and beyond test scores and HSGPA ranged from .04 to .12 in the prediction of first-year GPA (Credé & Kuncel, 2008). Given their findings, the authors deemed study skills the third pillar of academic success, after test scores and HSGPA. Skills that enhance learning are considered by managers to be important to success within organizations (Corporate Education Board, 2012; Crawford, 2011; Society for Human Resource Management, 2008). An ability to monitor one’s learning processes, combined with a willingness to improve them, is characteristic of productive employees (Parker & Collins, 2010). The ACT framework for studying and learning is designed to enhance the ability of learners at any stage to effectively comprehend, integrate, and retain information in a way that improves their learning and positions them for success.