This paper reports the results of a meta-analysis of 52 studies that investigated the relationship between a range of study strategies and outcomes measures. Low correlations were found between a range of different types of study skills and various outcome measures. Having many study skills (i.e. versatility), as assessed by total study skills scores, produced the largest correlations with both cognitive and affective outcomes. Various deep and achieving approaches were positively related to outcomes. Surface approaches were negatively related to outcomes, although many surface strategies such as inflexibility and reproducing were unrelated to outcomes. Merely increasing time-on-task was not correlated to outcomes. Results are interpreted not as an indictment of the usefulness of engaging in good study behaviour. It is suggested that students do not do this of their own accord; however, when they are taught to implement effective learning behaviours, then cognitive and affective outcomes are enhanced.
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