ABSTRACT
It is well accepted both in theory and in practice that academically successful college students know how to study. Yet research suggests that many students enter postsecondary institutions unprepared to meet the studying demands placed on them (e.g., Pressley, Yokoi, van Meter, Van Etten, & Freebern, 1997). This lack of preparation can be traced, in part, to the fact that studying is part of the "hidden curriculum" at the secondary level (Mayer, 1996). That is, study strategies are "hidden" because teachers at all levels assume that students already have a repertoire of studying behaviors when they enter their classrooms. As a result of this lack of preparation, a majority of colleges and universities offer some vehicle for students to become efficient and active learners (Maxwell, 1997). Some institutions have entire programs to provide students with a variety of academic assistance options; others offer "Learning to Learn" courses and Freshman Experience programs that focus on teaching students to be active learners.
