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Students frequently request concept-list study guides prior to exams, but the benefits of instructors providing such resources are unclear. Research on memory and comprehension has suggested that some challenges in learning are associated with benefits to performance. In the context of an introductory psychology course, a study was conducted to investigate the impact of providing a concept-list study guide on exam performance, as opposed to having students create a study guide. Additionally, student preferences for various types of study guides were examined. Results indicated that although students greatly prefer that the instructors provide a study guide (as opposed to making their own), providing a concept-list study guide resulted in poorer exam performance. These results call for future research on the influence of study guides on student performance.

Two studies examined the effectiveness of a flashcard-based study strategy, Flashcards-Plus, in an ecologically valid context. The strategy requires students to create flashcards designed to increase their ability to retain, comprehend, and apply textbook material to exams. In Studies 1a ( n = 73) and 1b ( n = 62), we introduced all students to the Flashcards-Plus method and compared their exam scores. Students who used this strategy scored significantly higher than those who did not. In Study 2 ( n = 434), we randomly assigned six introductory psychology courses to either receive a classroom lecture with the Flashcards-Plus strategy (i.e., three experimental courses) or no lecture (i.e., three control courses). Students in the experimental courses scored significantly higher than those in the control courses after the lecture. The results from all three studies demonstrate that students who were introduced to the Flashcards-Plus study strategy scored significantly higher on exams following the lecture than students who were not. These findings suggest that this easily implemented teaching strategy can help students achieve deeper levels of processing (i.e., comprehension and application) in a self-directed manner, which benefit students’ performance.

This study examined the predictive relationship between library use by individual students and their retention status in university settings. The methodology builds on a small number of previous studies to examine library use at the individual level to determine if use of specific library services is predictive of retention for freshmen and sophomores. Binary logistic regression yielded results that indicate a strong positive predictive relationship between library use of any kind with both freshmen and sophomore retention. These results suggest that academic libraries add value to institutional retention efforts.

Ethnic attitudes may be a consequence of both group membership, as posited by Social Identity Theory (SIT), and of individual difference characteristics, as posited by Social Dominance Theory. University students in Guatemala (N = 196) reported their ethnic identity and completed a battery of surveys including Social Dominance Orientation (SDO), social distance, gender role attitudes, and social desirability scales. Results indicated that similar ethnicity, low SDO, close social distance and egalitarian gender role attitudes accurately predicted positive attitudes toward the Indigenous group. Similar ethnicity, close social distance, and high social desirability predicted positive attitudes toward the super-ordinate (Ladino) group. These results imply that many factors affect attitudes toward ethnic groups, such as SDO, gender role attitudes and social desirability. These results have implications for theories of inter-group relations and also for potential interventions to improve ethnic relations in Guatemala.