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"Students can encounter difficulties in their academic careers, regarding theirstudying skills, for instance, or experiencing negative emotions. Both areamenable to training and related to one another. This study aimed to examinethe efficacy of two interventions focusing on studying skills or emotionalskills. Two groups of students with academic difficulties participated: 30worked on study-related aspects (Study skills group); and the other 30attended lessons on emotions in everyday life (Emotional skills group). Theywere tested before and after the training on measures of their motivation tolearn, self–regulated learning strategies, and emotions (positive and negativeemotions). The results showed that both groups benefited from the training.The Study skills group improved specifically in incremental theory ofintelligence (d=0.94, p&lt;0.001), self–regulated learning strategies(organization: d=0.74, p&lt;0.001; elaboration: d=0.58, p&lt;0.001; preparing forexams: d=0.78, p&lt;0.001, specific effects), and more positive emotions abouttheir academic performance (d=0.64, p&lt;0.001, transfer effect). TheEmotional skills group showed smaller effects on study-related aspects(0.10≤d≤0.49), with a large effect on negative emotions about the self (d=–.87). These results offer insight on how to approach students’ academicdifficulties."

"Students with Academic Difficulties: Benefits of a Study Skills Group Compared to an Emotional Skills Group"