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Using 20 semi-structured interviews and thematic codebook analysis, the research identifies three key themes that shaped students’ reported study-strategy outcomes: receptivity to workshop content, motivation and ability to change, and conditions that sustained change over time. 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AN INTERVIEW-BASED STUDY  \nAnna C. Brady  \nGeorgia Southern University  \nLauren C. Hensley  \nThe Ohio State University  \nDavid M. Sovic  \nThe Ohio State University  \nAmy E. Kulesza  \nThe Ohio State University  \nChristopher A. Wolters  \nThe Ohio State University  \nCaroline A. Breitenberger  \nThe Ohio State University  \nThis project was supported in part by funding from the Student Academic Success Research Grants Program and the Drake Institute for Teaching and Learning Research and Implementation Grants Program at The Ohio State University.  \nAbstract  \nThe purpose of the present study was to understand students’ perceptions of the impact of a study strategy workshop intervention. For decades, researchers and higher education practitioners have used workshops as a method to buffer against the challenges that college students face. Prior research has supported the value of such interventions; however, the features that underlie effective workshop interventions are not fully understood. We conducted 20 semi-structured interviews to identify nuance and subjective details related to students’ experiences with a study strategies workshop intervention in an undergraduate biology course. Based on thematic codebook analysis, findings pointed to three themes related to features that allowed the intervention to have an impact on students’ study strategies: receptivity to workshop content, motivation and ability to change, and conditions for sustained change.  \nPlease direct inquires about this manuscript to: Anna Brady, [abrady@georgiasouthern.edu](abrady@georgiasouthern.edu)  \nCollege Student Affairs Journal, Volume 40(1), pp. 17-31 ISSN 2381-2338  \nCopyright 2022 Southern Association for College Student Affairs All rights of reproduction in any form reserved.  \n18 College Student Affairs Journal Vol. 40, No. 1, 2022  \nB  \neyond students’ formal curricular experiences, workshops are one of the most widespread and versatile forms of imparting knowledge and skills in  \ncollege settings (Kuh et al., 2006; 2007; Matthew et al., 2016) . In particular, teaching college students about study strategies in a workshop format is a popular intervention designed to support academic success (Toms, 2014) . Although evaluating satisfaction and assessing learning outcomes are common practices in student affairs (Kasimatis & Massa, 2017; Suskie, 2009), there has been little research that explores students’ perspectiveson learning about study strategies in a workshop format. In the present study, we utilized thematic codebook analysis (Boyatzis, 1998; Braun et al., 2019; Fereday & Muir-Cochrane, 2006) to identify nuance and subjective details related to students’experiences with a study strategies workshop intervention. Based on in-depth interviews with 20 undergraduate biology students, our purpose was to inform future practice through a student-centered understanding of impactful features of an intervention.  \nWorkshops as Interventions in Higher Education  \nWorkshops are brief, group-based interventions that gather learners to receive instruction on discrete, practical topics (Wolters & Hoops, 2015). A popular form of educational intervention, workshops are inexpensive, flexible, and develop knowledge and skills concurrently (Boretz, 2012; Brooks-Harris & Stock-Ward, 1999) . Reflecting the broad range of workshop topics on college campuses, scholar-practitioners have designed and evaluated workshops on topics such as mental health (Olson et al., 2016), diversity (Evans et al., 2004; Pascarella et al., 2014), and study strategies (Cook et al., 2013) .  \nKuh et al. (2006) noted that workshops focused on developing study strategies were relevant to students’ academic transitions and college success. In a national survey, 82% of respondents  \nof university learning center administrators indicated that their institutions offered workshops or courses designed to teach study strategies (Toms, 2014). The pre","cbCaitGo5AYc1Fph","https://ap.wps.com/l/cbCaitGo5AYc1Fph","pdf",322549,15,"English","# Abstract\n# Workshops as Interventions in Higher Education\n# Addressing Academic Challenges in College\n# What Makes a Study Strategy Intervention Impactful?","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"To understand students’ perceptions of how a study strategy workshop intervention impacts their study strategies in an undergraduate biology course.\"},{\"question\":\"How did the researchers investigate students’ experiences?\",\"answer\":\"They conducted 20 semi-structured interviews and applied thematic codebook analysis to identify recurring themes in students’ experiences.\"},{\"question\":\"What three themes explain why the intervention was impactful?\",\"answer\":\"Receptivity to the workshop content, students’ motivation and ability to change, and conditions that allowed sustained change.\"}]","What Makes a Study Strategy Intervention Impactful? | PDF",38]