Teaching of Psychology, Ahead of Print.
Background: Limited research has compared relationships among student characteristics, study guide format, and academic performance. Objective: This study investigated relations among student characteristics (motivation, self-efficacy) and academic performance, examined the efficacy of study guide format on performance, and aggregated student recommendations for improving study guides. Method: Data was collected from three sections of a Child Psychology course (93 students) via a pre-survey, post-survey, and four exams. Students were assigned one study guide for each exam: instructor-created, student-created, class-created, or small group. Results: Students’ self-efficacy predicted exam and final course performance. Most exam performance did not vary by guide format. However, students who used the small group and student-created guides performed better on Exam 2. Students reported wanting more instructor support on study guide creation. Conclusion: Student characteristics such as self-efficacy can predict academic performance, but additional research is needed to disentangle relationships between study guide format and performance. Teaching Implications: Educators should intentionally support students’ self-efficacy throughout the semester. Given that students may prefer less effective study formats, lessons on effective study habits should be integrated into coursework.