The Effects of Counseling and Study Skills Training on Mathematics Academic Achievement (Nolting, 1990): This is Dr. Nolting's original Ph.D. experimental design dissertation on math study skills. This study was designed to determine the composite treatment effects of math study skills instructional training and/or counseling on mathematics academic achievement.

The Effects of an Independent Mathematics Study Skills Training Experience on Mathematics Achievement: Study conducted by Dr. Tom Hamersma, Manatee Co: The goal of this study was to show that students taking an independent mathematics study skills course would approach the same mathematics course passing rate compared to students who took a required study skills lecture class with their mathematics course.

Embedding Study Skills Into a Developmental Algebra Course: In the AMATYC Review, volume 25 (1) fall 2003, article "Embedding Study Skills Into a Developmental Algebra Course" by Robert D. Lewis, Ph.D., and Katherine Clark, MA describe a learning intervention project at Linn-Benton Community College for developmental mathematics.

Putting "Winning at Math" To Work: Those instructors teaching developmental mathematics courses have all had to deal with a student population that generally lacks a working knowledge about how to learn math. Students often don't show the work involved in getting an answer, don't check the answer key in the book to see if they did a problem correctly, don't ask questions in class, lose or don't do homework, and rarely take any notes.

Non-cognitive Predictors of Achievement in Introductory College Mathematics: In the article, "Non-cognitive Predictors of Achievement in Introductory College Mathematics" from the Journal of College Student Development, House found that non-cognitive variables were significant predictors of grade performance (1995).