Study Skills Inventory Developed by Dennis H.

Congos

To gain a better understanding of yourself as a learner, it is helpful to identify the study skills you now employ. When
compared to learners who get A’s, you can see where your study skills need refinement or are minimized just the way
they are. The following diagnostic test is a short and quick device for assessing your study skills.

Directions: Read each question of the 51 questions. Think carefully about each statement and respond as truthfully as
you can. Using the scale below, circle the number that best describes your behavior for that particular study
skill.

Almost always = 5
More than half of the time = 4
About half the time = 3
Less than half the time = 2
Almost never = 1

1 I formulate questions from a chapter before I begin reading. 5 4 3 2 1

Before reading an assignment, I survey headings, bold print, italics, questions,

2 5 4 3 2 1
summaries, etc.

3 I try to get the meaning of new terms as I encounter them the first time. 5 4 3 2 1

4 I formulate questions to answer as I read an assignment. 5 4 3 2 1

5 I look for main ideas as I read. 5 4 3 2 1

6 I am able to readily identify clarifying details under each main idea. 5 4 3 2 1

7 I read a textbook chapter more than once. 5 4 3 2 1

8 I use a textbook study system such as SQ3R. 5 4 3 2 1

9 I take notes as I read my textbook assignments. 5 4 3 2 1

10 I take notes in lectures. 5 4 3 2 1

11 After taking notes, I review them before going on to something else. 5 4 3 2 1

12 I review lecture notes. 5 4 3 2 1

 I compare notes with one or more classmates to check for completeness and
13 5 4 3 2 1
accuracy.

14 I review notes more than once or twice for exams and quizzes. 5 4 3 2 1

15 I use mnemonics. 5 4 3 2 1

16 I use visuals in my notes such as sketches, mind maps, diagrams, charts, etc. 5 4 3 2 1

17 I quiz myself over material that could appear on future exams or quizzes. 5 4 3 2 1

18 I organize details to main ideas into numbered or lettered lists. 5 4 3 2 1

19 I convert test and lecture material into my own words. 5 4 3 2 1

I think about material that could be on exams and quizzes when I am not
20 5 4 3 2 1
studying.

21 I try to understand material in my notes as opposed to memorizing. 5 4 3 2 1

22 I try to organize main ideas and details into some logical or meaningful order. 5 4 3 2 1

23 I study with a classmate or group. 5 4 3 2 1

When I don’t understand something, I get help from classmates, tutors,

24 5 4 3 2 1
instructors, etc.

25 I do all homework assignments. 5 4 3 2 1

26 I turn in all homework assignments on time. 5 4 3 2 1

I can easily identify what I have learned and what I have not yet learned before
27 5 4 3 2 1
I take a test.

28 I review notes for a class before I go to that class. 5 4 3 2 1

29 I read assigned material before I go to class. 5 4 3 2 1

I begin studying for an exam from the first week material is assigned or
30 5 4 3 2 1
covered in lecture.

31 I review lecture notes soon after class. 5 4 3 2 1

32 I keep up to date on assignments and homework. 5 4 3 2 1

33 I eat well-balanced meals daily. 5 4 3 2 1

34 I exercise daily. 5 4 3 2 1

35 I have taken a learning skills class or attended learning skills workshops. 5 4 3 2 1

36 I study where it is quiet when trying to learn and remember something. 5 4 3 2 1

37 I study for a length of time then take a short break before returning to studying. 5 4 3 2 1

38 I study in the same place. 5 4 3 2 1

39 I avoid cramming. 5 4 3 2 1

I have all my study equipment handy in my study place (pens, paper,

40 5 4 3 2 1
calculator, etc.).

41 When I sit down to study, I tell myself that I intend to study. 5 4 3 2 1

I break larger tasks into smaller segments in order to complete a large

42 5 4 3 2 1
assignment.

When the subject matter is not naturally interesting, I find ways to learn it
43 5 4 3 2 1
anyways.

44 It is not difficult to pay attention in class. 5 4 3 2 1

45 I avoid studying in the evenings as much as possible. 5 4 3 2 1

I use a planner for recording daily and weekly upcoming academic and
46 5 4 3 2 1
personal activities.

I use lists such as daily “TO DO” lists, priority lists, assignment lists, etc. to
47 5 4 3 2 1
organize academic and personal activities.

I set up a master schedule of fixed monthly activities such as work, club

48 5 4 3 2 1
meetings, etc.

49 I write out short-term and long-term academic goals. 5 4 3 2 1

50 I start papers and projects way before they are due. 5 4 3 2 1

51 I study 2 hours for every hour I am in class. 5 4 3 2 1

STUDY SKILLS EFFECTIVENESS SCORES
For each statement, find the point value for each of your responses and place it on the line next to the corresponding
statement number below. Next, total each column to determine your study skills effectiveness score.

Textbook Note Taking Memory Test Prep Concentration Time Mgmt

1. 9. 14. 23. 36. 46.

2. 10. 15. 24. 37. 47.

3. 11. 16. 25. 38. 48.

4. 12. 17. 26. 39. 49.

5. 13. 18. 27. 40. 50.

6. 19. 28. 41. 51.

7. 20. 29. 42.

8. 21. 30. 43.

22. 31. 44.

32. 45.

33.

34.

35.

Note Taking Concentration

Textbook Score Memory Score Test Prep Score Time Mgmt Score
Score Score

0 0 0 0 0 0
A score of less A score less than A score less than A score less than A score less than A score less than
than 30 suggests 20 suggests 30 suggests 40 suggests 35 suggests 20 suggests
changes in changes in note changes in changes in your changes in your changes in your
textbook reading taking skills are memory skills are test preparation concentration time
skills are likely to likely to increase likely to increase skills are likely to skills are likely to management
increase your your grades. your grades. increase your increase your skills are likely to
grades. grades. grades. increase your
grades.

To schedule an appointment with a study skills tutor, contact the Academic Support Center on
the North Mankato campus at 507-389-7222 or on the Faribault campus at 507-332-5847.