The Super Generation aimed to focus on the areas of study skills, learning, memory, and wellbeing. A review of existing research completed over the past year has discovered some key points within these factors that set the foundations for what the Super Generation aims to achieve in 2025/2026.
Learning
Study skills research suggests that study skills courses throughout second level schools can improve exam results, study behaviours and motivation. While teaching study skills is shown to improve academic results, they are not specifically targeted within subject curriculums. Thus, the research found that students who participate in study skills programmes achieve better academic results than without. Time management as a taught skill, is specifically highlighted as being an effective method to reduce academic stress and support students in engaging with regular study habits. Key areas within study skills
are attention, concentration, self-testing, selecting main idea, time management and test strategies.
Wellbeing
Research exploring the process of student learning considered aspects such as student
conceptions and the learning environment as impactful to student achievement. Students’ belief that learning was something they have to do to meet expectations or societal standards was suggested to impact their effort in school. Students who viewed learning as something that helps their improvement and development showed better results and success within their academics. Furthermore, the learning environment was emphasised as being important for both teachers and students. Whilst it may not appear
groundbreaking, it is often overlooked or taken for granted. Through our own research, we find students to study in unfavourable areas, such as their bed or sitting room. The research included aspects such as temperature, lighting, noise, language, and routine as being important. Furthermore, Flexible learning in which students have autonomy in how they learn was a preference for both teachers and students. Hence supporting students in identifying their preferred learning styles is paramount.
Memory
Memory research concerned with students aged between 12–18 years old considered the
importance of cognitive control, interference control (ability to filter out distractions) and mastery (sense of control and competence with tasks). Research suggests that these aspects of memory can predict academic success. Interestingly, Subject-specific studies suggest that specific aspects of memory can determine results for different subjects i.e. Interference control reaction time could predict student results
in science and French. Popular topics in which students often regard as difficult.
Research on wellbeing specified that students and teachers self-reported being undertaught about wellbeing and its subsequent resources (NEPS, Gov. wellbeing hub, Walk in My Shoes ect.). Students specified wanting specific wellbeing resources on the issues they face regularly. This included topics such as friendships, technology, academic pressure/expectations and stress. Teachers considered their knowledge underdeveloped when it came to the topic of wellbeing and suggested that the emphasis on
assessment and subject curriculum makes it difficult to prioritise wellbeing in the classroom.
Conclusion
Highlighted links within these four components included motivation, conceptions, and beliefs. The research suggested that student’s beliefs surrounding their education impacted how they interactedwith their academic experience and the school environment. Student and teacher’s motivation towards school was also suggested to affect their progression throughout secondary school. Low motivation was asignificant predictor of academic failure. However, high motivation does not predict academic success. Within our review, Interference control, organisation and working memory were suggested to be the most significant predictors for academic success. Thus, prioritising memory, learning and study skills is important for students’ development. In line with this research, The Super Generation intends to incorporate these aspects within the resources available to schools as well as the initiatives for the year.
Thank you for reading!
I really enjoyed being part of this research and learning how motivation, memory, and study skills affect students’ learning. Through both the research and coaching sessions with students, I’ve seen how important attention and managing distractions are, as many struggle with this in workshops!
This shows the need to help students build these skills, and I hope this review acts as a useful resource to teachers who are supporting students’ cultivate confidence and focus in their learning.
