Study skills, defined by Wikipedia (2014) are “approaches applied to learning”. Anderson (2002) describes study skills as processes of meta-cognition, which is self -awareness of one’s thinking and learning. Gettinger and Seibert (2002) view study skills as academic enablers which function as critical tools for learning. Kerka (2007), views their importance, because guidance is required with not only what is learnt but with how information is learnt.

“Study skills don’t hatch fully formed…they evolve and mature through, practice, reflection, trial and error” (Cottrell 2013). Cotrell, details the 5 study skill components as self-awareness and self-evaluation, task awareness, strategy, method and organisation, confidence and a sense of entitlement and familiarity, practice and habit. EMSTAC (2001) values study skills not only for academic learning, but effective for everyday life, continuing to help individuals to be successful lifelong learners and manage their jobs, households and finances.

The concept of study skills as the only basis of a sound education, however, is perhaps a little controversial, conflicting with other authorities on intelligence. For example, Cottrell details how “earlier psychologists such as Spearman (1972) and Terman (1916) believed that each individual has a general level of intelligence”, suggesting that abilities remain fixed throughout life. Dweck (2007) acknowledges that the notion of fixed intelligence is not entirely irrational. She says “A student who finishes a problem set in 10 minutes is indeed better... than someone who takes 4 hours”. The fallacy comes when people generalise it to believe that effort on any task…implies low ability”.

Cottrell (2013) champions an alternative view, believing the correct implementation of study skills and mentality to education can bring success to any student. Dweck (2007)