The impact of a cognitive efficiency course among first year students of University of Alberta
The objective of this study was to systematically evaluate the impact of a cognitive efficiency course (CEC) among a group of first year students at the University of Alberta. Six variables were examined in relation to this objective: 1) academic performance, 2) psychological stress, 3) motivation, 4) self-esteem, 5) executive functioning and 6) learning strategies acquired in the CEC. Based on a quasi-experimental design we used questionnaires that allowed us to measure these six variables in ten (N=10) students distributed in an experimental group (N=5) and a control group (N=5). The questionnaires used were: 1) the Psychological Stress Measure, 2) the Study Motivational Scale, 3) the Toulouse Self-Esteem Scale, 4) the Executive Management Profile and 5) a self-made questionnaire measuring the learning strategies learned in the CEC. These questionnaires were used twice, one at the beginning of the course and then again 11 months later. The statistical analysis indicated a group effect over time regarding variable 6 « learning strategies » in the witness group. This means there was an increase of the learning strategies in the witness group. These results do not support the finding of Ruph (2001) regarding the efficiency of the CEC. These findings led to further discussion in this field of research.