The purpose of this book is threefold. First to identify and understand the individual contribution of the components in the Pang (2008) model of metacognitive expertise that influences the acquisition of effective study skills; with effectiveness measured by academic success in cognate courses. Second, to present a well-defined and novel curriculum, where none currently exists, to teach study skills based on embedding the most relevant components of the model, as determined by factor analysis in the first goal, into the instructional design and pedagogy of the new curricula. Thirdly, for...