Study Habits and Attitudes: The Road to Academic Success

Marie Jean N. Mendezabal

Faculty, School of Engineering, Architecture, and Fine Arts, University of Saint

Louis, Tuguegarao City, Cagayan

Abstract

This study aimed to investigate the relationship of students’ study habits and attitudes
and their performance in licensure examinations. The participants were graduates in
school year 2009-2010 from the different programs of the University which require
licensure examination. The study habits and attitudes of the participants were assessed
by administering the “Survey of Study Habits and Attitudes” (SSHA) developed by
Brown and Holtzman (1967) during their final year in the University and their
performance (overall rating) in the different licensure examinations was generated from
the records of the Philippine Professional Regulation Commission. Results of the study
showed that the participants do not have favorable study habits and attitudes. Among
the noted unfavorable study habits were inefficient time management, lack of planning
and concentration in their studies, poor skills in reading, ineffective test taking
techniques, and failure to inform their teachers of their difficulties with school work and
ask for their help. The participants also demonstrated unfavorable attitudes toward
teachers’ classroom behavior and methods. It was further revealed that their
performance in licensure examinations was quite low. Significant relationship between
study habits and attitudes and performance in licensure examination were clearly shown
in this study. Further analysis revealed that study habits (work methods and time
management) of the participants were correlated with their success in licensure
examination while study attitudes (i.e. attitudes toward teachers and educational
acceptance) were not significantly related to success in licensure examination. This
connotes that students who have favorable study habits will likely pass the licensure
examination.

Keywords: study habits, study attitudes, academic performance.

Citation: Mendezabal, M. J. N. (2013). Study Habits and Attitudes: The Road to
Academic Success. Open Science Repository Education, Online(open-access),
e70081928. doi:10.7392/Education.70081928

Received: January 21, 2013

Published: February 15, 2013

Copyright: © 2013 Mendezabal, M. J. N. Creative Commons Attribution 3.0 Unported

License.

Contact: research@open-science-repository.com
 Introduction

Student’s academic performance occupies a very important place in education as well

as in the learning process. It is considered as a key criterion to judge one’s total
potentialities and capacities (Nuthana & Yenagi, 2009) which are frequently measured
by the examination results. It is used to pass judgment on the quality of education
offered by academic institutions. In fact, it is still the most topical debate in higher
learning institutions that caused great concern to educators and researchers due to the
alarming examination performance of students.

In the report of the Professional Regulation Commission (PRC) on performance of

graduates in the different licensure and board examinations, data show that
performance of graduates has been declining in the last ten years. The overall passing
rates are quite low (around 36% on the average). In the 2010 professional licensure
examinations given by the PRC, almost 70 percent of college graduates in the country
failed and, last year, only 125,419 of the 345,182 or 36.3 percent college and technical
school graduates passed their respective professional eligibility examinations as per
PRC records. These statistics were based on the results of licensure examinations for
45 groups of professionals. Among the lowest number of passing rates were posted by:
elementary teachers (15.4 percent); secondary teachers (23.3 percent); electronics
engineers (23.5 percent); and registered electrical engineers (31.9 percent) (Philippine
Education_Sector Assessment Project, 2011). What explains these performance
discrepancies? Multiple reports indicate that academic success cannot be predicted by
a single variable. It is dependent upon many factors; both cognitive and non-cognitive.

Numerous studies have been carried out which focused on cognitive factors as
predictors of academic success. Recently, there has been a growing interest on the
non-cognitive factors. A number of researchers have examined the role of non-cognitive
variables such as study skills (Fazal, S. et.al, 2012; Awang, G & Sinnadurai, S.K., 2011;
Demir et. al, 2012; Hassanbeigi et.al, 2011), study motivation (Tella, A., 2007; Nonis
and Hudson, 2008), study behavior (Yang Yang, 2011; Otto, 1978), study habits (Crede
and Kuncel, 2008; Nuthana & Yenagi, 2009; Nouhi et.al, 2008; Bashir et. al, 2012;
Boehler, 2001; Kurshid, 2012; Mutsotso et. al, 2010), and attitudes (Sarwar et.al, 2010
and Yu, 2011) on academic achievement. Some argued that these factors have strong
relationship with academic performance of students while others concluded that it was
the combination of the different factors that could explain students’ academic
performance.

In a more recent meta-analysis, Crede and Kuncel (2008) found that non-cognitive
factors like study habit, skill and study motivation, among other attitudinal constructs,
accounted for incremental variance in academic performance beyond standardized
tests and previous grades. Moreover, a literature review by Nagaraju (2004) pointed out
that, for good academic success, good study habits and attitudes are important. Hence,
it is imperative and desirable that a probe into the pattern of study habits and attitudes
of students be made.

Statement of the problem/research questions

This study has its primary objective to assess the study habits and attitudes of the
students and their relationship to performance outcomes in licensure examinations.
Specifically, the study was organized around the following questions:

1. What are the study habits and attitudes of the students?

2. How did the students perform in the licensure examinations?
3. Are students’ study habits and attitudes correlated with board examination
performance?

Significance of the study

A number of studies pointed out that study habits and attitudes are important in
academic success. Hence, it is important and desirable that a probe into the pattern of
study habits and attitudes of the students and its relationship with licensure examination
performance be made.

Outcomes of this study may form the basis for future intervention programs which aim at
improving students’ study habits and attitudes that will eventually improve their
performance outcomes in licensure examinations, which is an indicator of quality
education in higher institutions of learning.
Literature review

This section discusses the factors that are well known to influence students’ academic
achievement.

Theoretical framework

This study was based on Martin Ford’s Motivational Systems Theory (MST). This
framework focuses on the individual as the unit of analysis, but embeds the individual in
the biological, social, and environmental contexts that are crucial to development. Ford
proposed a simple mathematical formula that attempts to represent all these factors in
one model. The formula for effective person-in-context functioning is:

Achievement = (Motivation x Skill) x Responsive Environment

The formula proposes that actual “achievement and competence are the results of a
motivated, skillful, and biologically capable person interacting with a responsive
environment” (Ford, 1992).

Similar formula was used by Pinder (1984) and others (cited in Nonis & Hudson, 2006)
to demonstrate performance as a multiplicative function of both ability and motivation.

Performance = Ability x Motivation

The above formula indicates that a student with very high ability but low motivation is
unlikely to perform well, whereas a student with low ability but high motivation is likely to
perform well. That is, the variability in motivation across students may dampen
associations between ability and performance. In the same vein, one can argue that it is
simply the study habits and attitudes that ultimately bring about the desired performance
and not students’ inner desires or motivations. Therefore, similar to how motivation
interacts with ability to influence academic performance, one can infer that study habits
and attitudes interact with ability to influence student performance in board examination.

Board Exam Performance = Ability x (Study Habits and Attitudes)

Students academic performance

Academic performance of students has been the subject of intensive research over the
past years. It has become an issue of standards and quality in education as judged from
the performance of students in national licensure and board examinations. However,
various reports have documented the poor examination performance of students. For
example the report of the PRC on performance of graduates in the different licensure
and board examinations which has been declining in the last ten years. The overall
passing rates are quite low (around 36% on the average). In the 2010 professional
licensure examinations given by the PRC, almost 70 percent of college graduates in the
country failed and, last year, only 125,419 of the 345,182 or 36.3 percent college and
technical school graduates passed their respective professional eligibility examinations,
as per PRC records. This statistics were based on the results of licensure examinations
for 45 groups of professionals. Among the lowest number of passing rates were posted
by: elementary teachers (15.4 percent); secondary teachers (23.3 percent); electronic
engineers (23.5 percent); and registered electrical engineers (31.9 percent) (Philippine
Education Sector Assessment Project, 2011). Other report provided data about
education standard; indicating that deterioration had occurred in all fields of education in
the society.
The low performance of students in licensure examinations has important ramifications
to educators, schools and the educational system in general. Hence, there is a need to
look into the factors that contribute to the academic performance of students.

Study habits and attitudes of students

Many studies have analyzed the factors behind the performance of students. Earlier
studies have been carried out which focused on cognitive factors as predictors of
academic success. Recently, there has been a growing interest on the non-cognitive
factors. A number of researchers have examined the role of non-cognitive variables
such as study skills (Fazal, S. et.al, 2012; Awang, G & Sinnadurai, S.K., 2011; Demir et.
al, 2012; Hassanbeigi et.al, 2011), study motivation (Tella, A., 2007; Nonis and Hudson,
2008), study behavior (Yang Yang, 2011; Otto, 1978), study habits (Crede and Kuncel,
2008; Nuthana & Yenagi, 2009; Nouhi et.al, 2008; Bashir et. al, 2012; Boehler, 2001;
Kurshid, 2012; Mutsotso et. al, 2010), and attitudes (Sarwar et.al, 2010 and Yu,
2011) on academic achievement. Some argued that these factors have strong
relationship with academic performance of students, while others concluded that it was
the combination of the different factors that could explain students’ academic
performance.

In a more recent meta-analysis, Crede and Kuncel (2008) found that non-cognitive
factors like study habit, skill and study motivation, among other attitudinal constructs,
accounted for incremental variance in academic performance beyond standardized
tests and previous grades. Moreover, a literature review by Nagaraju (2004) pointed out
that for good academic success, good study habits and attitudes are important.

Study habit is the pattern of behavior adopted by students in the pursuit of their studies
that serves as the vehicle of learning. It is the degree to which the student engages in
regular acts of studying that are characterized by appropriate studying routines (e.g.
reviews of material, frequency of studying sessions, etc.) occurring in an environment
that is conducive to studying. Study attitudes, on the other hand, refers to a student’s
positive attitude toward the specific act of studying and the student’s acceptance and
approval of the broader goals of college education (Crede and Kuncel, 2008). In short,
study habits and attitudes of students are determined through their time management
ability, work methods, attitudes toward teachers and acceptance of education.

A review of literature highlighted the importance of students study habits and attitudes in
their academic performance. According to Menzel, cited by Rana and Kausar (2011),
many students fail not because they lack ability but because they do not have adequate
study skills. Students who have difficulty in college frequently do not have adequate
study habits that affect their academic achievement. A central problem noted was that
many of these students had not learned how to take effective notes and manage time
for studying (cited by Mutsotso S.N. & Abenga E.S., 2010). Moreover, a study by
Nagaraju (2004) found that students usually do not devote sufficient time to their studies
and seldom have proper study habits.

Efficient study habits are associated with a favorable attitude toward learning in general.
As cited by Otto (1978), beliefs in the value of intellectual pursuits and in the importance
of education are positively related to academic performance. An important aspect of a
student’s attitude toward education is the value he sees in what he has to learn. In the
study of Sarwar et. al (2010), it was discovered that a significant relationship between
student attitudes and academic performance exists. Another research found
discrepancy between the study attitudes of high and low-achieving students. High-
achieving students had a more positive attitude toward study in that they detected and
reacted positively to the favorable aspects of the situation they found themselves in,
while the low-achieving students tended to be fault-finders, reacting to the negative
aspects of study such as distractions and minor annoyances. The high-achieving
students found tertiary work an interesting challenge, accepted the restrictions and
conformed to the demands made upon them more readily, while the low achievers
appeared to lack high-level motivation. The more successful group was also found to be
more realistic and discriminating in their assessment of those situations which were
highly relevant to scholastic achievement, such as discipline and work priorities, and
they were better organized in both their work and leisure activities.
In terms of attitude towards teachers, the high achievers generally have a positive
attitude towards teachers. For instance, as compared to low achievers, the high
achievers more often say that their teachers are competent, impartial, and interested in
their duties (Sarwar, M., Bashir, M., Khan, M.N., & Khan, M.S., 2009). Yu (2011) in his
study revealed that among the SHSA factors examined, student perception of teacher
effectiveness influence accounting performance.

Study habits and attitudes in relation to academic performance

A substantial amount of research has examined the role of students’ study habits and
their attitudes to study on academic performance. The study of Osa-Edoh and Alutu
(2012) which examined the usefulness of imbibing in the students study habit, as a
means of enhancing their academic performance, revealed a high correlation between
study habits and students academic performance. This suggests that it is only when
students imbibe or cultivate proper study habits that their academic performance can be
improved upon.

Similarly, Nuthana and Yenagi (2009) found significant correlation between study habits
and academic achievement. It further revealed that reading and note-taking habits,
habits of concentration, and preparation for examination had significant correlation with
academic achievement. The authors pointed out that students who are better in reading
and note-taking, well prepared for the board examination and have concentration may
have better academic achievement. An association between study skills and academic
performance also has been found to prevail among undergraduate students. The study
of Fazal (2012) identified various study skills used by learners and ascertain which
study skills is more related to academic achievement. Results of the study indicate
significant relationship of time-management skills, reading and note-taking skills with
academic achievement. Students with higher academic achievement used a wide range
of study skills as compared to students with lower academic achievement.
Another study was conducted using a Q factor analysis to understand the study
behavior and habits of undergraduate students. The Q factor analysis was used to
classify students as either proactive learners with well-organized study behavior or
disorganized procrastinators based on their self-reported study behavior. Findings of the
study showed a significant difference in the academic performance of the two groups of
students. Student type was found to be a significant predictor of academic achievement
beyond and above students’ attribute variables (Yang, 2011).

Nonis and Hudson (2010) also conducted a study on performance of college students-
impact of study time and study habits in which they found that some study habits had a
positive direct relationship on student performance but others had a negative direct
relationship.

Hassanbeigi et al. (2011), in their study of the relationship between various study skills
and academic performance of university students, noted that the study skills scores of
students with GPA of 15 and above (out of 20) were statistically higher than those
students with GPA of less than 15 in all of the seven skills (time management and
procrastination, concentration and memory, study aids and note-taking, test strategies
and test anxiety, organizing and processing information, motivation and attitude, and
reading and selecting the main idea).

Because of the importance of study habits and attitudes on academic performance,

some researchers have proposed strategies that will help students develop effective
study habits and attitudes. For example, the study of Demir et al. (2012), which
examined the effect of development of efficient studying skills curriculum on academic
achievements and studying skills of learners, found that students can acquire efficient
studying skills by means of curriculum for developing efficient studying skills. The
students were able to organize the study environment and use specific methods
effectively, such as efficient reading, listening lectures, note-taking, efficient writing and
doing homework. It further revealed that those students where the curriculum was
implemented have increased academic achievement as compared to the group of
students on which the curriculum was not implemented. Mutsotso and Abenga (2010)
also propose a paradigm shift in study methods and suggest strategies for both
lecturers and the students in universities towards improved learning and performance. It
is based on the “distributed learning approach” that adequately cater for individual
differences that exist among the students. The model will address the study space
needs and the efficiency and effectiveness of study methods.

To sum up, the literatures cited point to the importance of study habits and attitudes to
academic performance or success of students.
Figure 1: Research paradigm

The figure shows how the variables of the study are related. The study habits and
attitudes of the students could influence their performance outcomes in licensure
examinations.

Methods

A descriptive correlational research design was used for this study to examine the
relationship of students’ study habits and attitudes to their performance in the licensure
examinations.

The respondents were graduates in school year 2009-2010 from the different programs
of the University which require licensure examination. A total of 239 students comprised
of 127 males and 112 females participated in the study. Table 1 shows the distribution
of the respondents.

Table 1: Distribution of the respondents

The study habits and attitudes of the respondents were assessed by administering the
“Survey of Study Habits and Attitudes” (SSHA) developed by Brown and Holtzman
(1969) during their final year in the University. The SSHA consists of 100 items divided
equally into four (4) subscales named as ‘work methods (WM)’, ‘delay avoidance (DA)’,
‘teacher approval (TA)’ and ‘educational acceptance (EA)’. The subscales are used to
formulate two subtotals; summation of scores obtained from WM and DA forms a score
for ‘Study Habits (SH)’ and the total score obtained from the summation of TA and EA
yield a ‘study attitudes (SA)’ score. The Study Habits measure student's time
management ability and work methods whereas Study Attitudes measure student’s
opinions about teacher’s classroom management and behavior and his/her acceptance
of education.

The performance rating of the graduates was generated from the data released by the
PRC. It is the overall rating obtained by the graduates in the licensure examinations.

Descriptive statistics (means, standard deviations, and percentile ranks) were used to
describe the study habits and attitudes of the students and their performance in
licensure examinations. Moreover, relationship of study habits and attitudes with
performance in licensure examination was examined by the use of Pearson correlation
coefficient.

Results
Table 2: Study habits and attitudes score of the respondents

Analysis of the scores obtained from the SSHA revealed that the respondents do not
have very effective approaches in studying. As reflected in the table, the respondents
score in the 50-60th percentile on Study Habits which means they scored at average
level. This result suggests that the respondents’ use of study skills is not efficient and
effective. Among the noted unfavorable study habits of the students were inefficient time
management, lack of planning and concentration in their studies, poor skills in reading,
ineffective test-taking techniques, and failure to inform their teachers of their difficulties
with school work and ask for their help.

Similarly, the respondents recorded Study Attitudes in the 35-45th percentile which is
interpreted as average low. The result indicates that the respondents do not have
favorable attitudes toward the teacher classroom behavior and practices. Moreover, the
respondents certainly do not approve educational objectives, practices and
requirements.
Figure 2: Study habits and attitude score of respondents from the different programs

Figure 2 reveals the study habits and attitudes score of the respondents from the
different programs.

The Education (Secondary) and Nursing graduates obtained the highest scores on
Study Habits which is interpreted as average high. This result suggests that graduates
of these programs exert more effort in their study skills and have efficient time
management as compared to graduates of the other programs.

In terms of study attitudes, the Nursing, Civil Engineering and the Geodetic Engineering
graduates recorded the highest mean scores. However, these scores are still
categorized as average low. The result clearly shows that graduates perceptions of
teacher’s classroom behavior and methods are not favorable and their acceptance of
educational objectives and practices are not desirable.
Figure 3: Performance rating in licensure examinations

Figure 3 shows the performance rating of graduates in the different licensure

examinations. It is observed from the figure that the graduates did not perform very well
in the licensure examination. The overall mean performance rating is quite low (75.3%).
The Accountancy graduates obtained the highest rating which means they have higher
cognitive ability. However, in terms of the passing rate for first takers, it was the Nursing
graduates who achieved the highest percentage.

Table 3: Correlation between SSHA score and performance rating in licensure

examination

It is apparent from the table that study habits and attitude scores of the respondents are
significantly related to their performance rating in the licensure examination. This means
that the study habits and attitudes of the respondents may contribute to their
performance rating in the licensure examination. However, it is not sufficient to conclude
that those who have effective study habits and attitudes have higher ratings in the
licensure exam. As revealed in this study, mental capability of students still accounts for
their performance in the licensure examination. Further analysis using stepwise linear
regression revealed that students work methods could predict their performance in
licensure and board examinations.
Table 4: SSHA vis-à-vis success in licensure examinations

It is revealed in table 4 that study habits of graduates had significant correlation with
their success in licensure examination, while study attitudes (i.e. attitudes toward
teachers and educational acceptance) were not significantly related to success in
licensure examination. This connotes that graduates who have favorable study habits
will likely pass the licensure examination.

Discussions

Results of the study showed that the students did not possess a favorable study habits
and attitudes. Based from their responses, it was revealed that the students do not have
efficient time management, they lack planning and concentration in their studies, they
have poor skills in reading, ineffective test-taking techniques and failure to inform their
teachers of their difficulties with school work and ask for their help. Similar results were
identified by Nouhi et al. (2008) as students’ weakness in study. The findings were also
noted in the study of Aquino (2011) and Nagaragu (2004). It was suggested in a
literature review by Sarwar et al. (2009) that student should draw up a time table for
study which enables the learner to organize his study effectively. Furthermore, positive
study attitudes which are a driving force behind study habits should be adopted by the
student in order to succeed.

Another revelation from this study was the overall performance of the students in the
licensure examinations, which is at average level. This situation is prevailing in many
institutions of higher learning where few students perform excellently. It was evident in
the report of the PRC that performance of graduates in the different licensure and board
examinations has been declining. The overall passing rates were quite low. This was
also supported by other research about education standard, indicating that deterioration
had occurred in all branches of education in the society.

The study further revealed significant relationships between students study habits and
attitudes and their performance outcomes in the licensure examinations. This result was
consistent with the findings of earlier studies (Crede and Kuncel, 2008; Nuthana &
Yenagi, 2009; Awang & Sinnadurai, 2011; Khurshid, F. et al., 2012; Osa-Edoh and
Alutu, 2012; Nonis and Hudson, 2010), which reported significant correlation between
study habits and academic achievement, contrary to the findings of Nouhi et al. (2008)
and Boehler et al. (2001). In the present study, the unfavorable study habits and
attitudes of the students may have contributed to their low performance in the licensure
examinations. As stated in literature cited by Rana and Kausar (2011), many students
fail not because they lack ability but because they do not have adequate study skills.
Students who have difficulty in college frequently do not have adequate study habits
that affect their academic achievement. A central problem noted was that many of these
students had not learned how to take effective notes and manage time for studying
(cited by Mutsotso S.N. & Abenga E.S., 2010). Furthermore, a study by Nagaraju (2004)
found that students usually do not devote sufficient time to their studies and seldom
have proper study habits.

In studies comparing the study habits and attitudes of high and low-achieving students,
data indicated that high achievers have better study habits and attitudes than the low
achievers (Hassanbeigi et al., 2011; Sarwar et al., 2009). This was confirmed in the
present study. Students who acquired higher study habits and attitudes scores have
better performance in the licensure examination. According to Fazal (2012), students
with higher academic achievement used a wide range of study skills as compared to
students with lower academic achievement. A detailed analysis of some of the study
skills that successful students possess were work-knowledge, note-taking ability, and
linguistic intelligence. The study of Nuthana and Yenagi (2009) further revealed that
students who are better in reading and note-taking, well prepared for the board
examination and have concentration may have better academic achievement.
Meanwhile, a research which investigated the relationship between student attitudes
and examination performance found significant relationship (Sarwar et. al., 2010).
Similar result was found in the present study. The unfavorable attitudes of students
toward teacher’s classroom management and behavior and their acceptance of
education could have influenced their low performance in licensure examinations. As
cited by Otto (1978), beliefs in the value of intellectual pursuits and in the importance of
education are positively related to academic performance. This was supported by the
study of Yu (2010) that, of all the study skills examined, students’ perception of teacher
effectiveness influenced students’ academic performance. A discrepancy in study
attitudes between high and low-achieving students was also noted in other researches.
High-achieving students had a more positive attitude toward study in that they detected
and reacted positively to the favorable aspects of the situation they found themselves in,
while the low-achieving students tended to be fault-finders, reacting to the negative
aspects of study such as distractions and minor annoyances. The high-achieving
students found tertiary work an interesting challenge, accepted the restrictions and
conformed to the demands made upon them more readily, while the low achievers
appeared to lack high-level motivation. The more successful group was also found to be
more realistic and discriminating in their assessment of those situations which were
highly relevant to scholastic achievement, such as discipline and work priorities, and
they were better organized in both their work and leisure activities (cited by Otto, 1978).
In terms of attitude towards teachers, the high achievers generally have a positive
attitude towards teachers. The high achievers often say that teachers are competent,
impartial and interested in their duties (Sarwar et al., 2009).

Conclusion and implication

The belief that academic success required not only high cognitive ability but also sound
study habits and attitudes (SHAs) was confirmed in the present study. A significant
correlation between students’ study habits and attitudes and their performance in
licensure examinations was clearly shown in the present study. Thus, to enhance the
quality of education, there is a need to improve the study habits and attitudes of the
students. This could be done through provision of developmental programs that will help
students build efficient and effective study habits and positive attitudes towards
learning, in an early stage of their studies. Engaging students in educationally
purposeful activities that will result in high levels of learning and personal development
for all students is likewise suggested.

Literature matrix

# Author/s Major Objective/s Delineated Method (Locus,

Factors/Variables Data
(Citations)
Instrumentation)

1 Aquino, L. (2011). Study To investigate the Study habits, Descriptive surve

Habits and Attitudes of favorable and study attitudes, standardized que
Freshmen Students: unfavorable study study orientation (SSHA) Freshmen s
Implications for academic habits and attitudes of
Academic
intervention students and
achievement
programs.Journal of determine its
Language Teaching and implications
in Academic
Research, Vol. 2 (5): 1116- formulating academic intervention
1121. intervention programs
programs.
Confluent
education
# Author/s Major Objective/s Delineated Method (Locus,
Factors/Variables Data
(Citations)
Instrumentation)

2 Awang, G & Sinnadurai, S.K. To measure the study Study orientation Quasi-experimental
(2011). A Study on the orientation skills and skills with a pre-test and p
Development of Strategic to provide remedial
Study habits First year E
Tools in Study Orientation tools in correcting
students of
Skills towards Achieving respondents’ study Study attitudes
Malaysia PAHANG
Academic orientation skills
Excellence.Journal of faults. The research Academic SOS devices comp
Language Teaching and also measures the performance website for measur
Research, Vol. 2 (1): 60-67, relationship between remedial, textbook,
doi:10.4304/jltr.2.1.60-67. study orientation skills lectures in
and the academic students SOS and
performance re-correcting studen
# Author/s Major Objective/s Delineated Method (Locus,
Factors/Variables Data
(Citations)
Instrumentation)

3 Bashir, I. and Mattoo, N. To determine the Study habits Survey using

(2012). A Study on Study impact of study habits
Academic Study Habit Invento
Habits and Academic on academic
performance
Performance among performance
Adolescents (14-19)
years. International Journal of
Social Science Tomorrow,
Vol. 1 (5).

4 Boehler, M.L. et. al (2001).An Assess study habits Medical students Questionnaire(read
evaluation of study habits of medical students in habits, utilization o
Surgery education
of third-year medical a third-year surgical group study, distr
students in a surgical clerkship and
to Study habits study time throug
clerkship. The American determine the clerkship, and
Journal of Surgery 181 (2001) relationship of these Medical education utilized during study
268–271. study habits to
Collaborative
performance
learning
outcomes.
Group study

Educational
outcomes (NBME
and MSCE tests)
# Author/s Major Objective/s Delineated Method (Locus,
Factors/Variables Data
(Citations)
Instrumentation)

5 Crede, M., Kuncel, N. To examine the Study habit Meta-analysis whic

(2008) Study Habits Meta- construct validity and employed literatur
Study skill
Analysis, Perspectives on predictive validity of and coding of
Psychological Science In study skills constructs SHSA inventories criterion correlation
Press vol. 3 No. 6 p. 425-453. for college students use of the Hu
SHSA constructs Schmidt (1990,
psychometric me
method

6 Demir, S., Kilinc, M., &Dogan, The examine the Study skills 7th Grade primary
A. (2012). The Effect of effect of student in Turkey
Curriculum
Curriculum for Developing “Development of
development Experimental Meth
Efficient Studying Skills on Efficient Studying
two groups (experim
Academic Achievements Skills Curriculum” on Academic
# Author/s Major Objective/s Delineated Method (Locus,
Factors/Variables Data
(Citations)
Instrumentation)

and Studying Skills of academic achievements control group) of res

Learners. International achievements and
Instruments:
Electronic Journal of studying skills of
Elementary Education, Vol. 4 students Studying Habits Inv
(3): 427-440.
Achievement Test

7 Fazal,S., Hussein, S.,Majoka, To identify various Study habits Normative Survey

M., & Masood, S. (2012) The study skills used by
Study skills Modified version of
Role of Study Skills in the learners and to
Study Habits and
Academic Achievement ascertain which study Academic
(Ansari, 1983)
ofStudents:A Closer Focus skill is related to achievement
on gender. Pakistan Journal academic
of Psychological Research, achievement High and low

Vol. 27, No. 1, 37-51. achievers

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 Citing this paper

APA

Mendezabal, M. J. N. (2013). Study Habits and Attitudes: The Road to Academic

Success. Open Science Repository Education, Online(open-access), e70081928.
doi:10.7392/Education.70081928

MLA

Mendezabal, Marie Jean N. “Study Habits and Attitudes: The Road to Academic
Success.” Open Science Repository Education Online.open-access (2013): e70081928.
Web. 15 Feb. 2013.

Chicago

Mendezabal, Marie Jean N. “Study Habits and Attitudes: The Road to Academic
Success.” Open Science Repository Education Online, no. open-access (February 15,
2013): e70081928. http://www.open-science-repository.com/study-habits-and-attitudes-
the-road-to-academic-success.html.

Harvard

Mendezabal, M.J.N., 2013. Study Habits and Attitudes: The Road to Academic
Success. Open Science Repository Education, Online(open-access), p.e70081928.
Available at: http://www.open-science-repository.com/study-habits-and-attitudes-the-
road-to-academic-success.html.

Science

1. M. J. N. Mendezabal, Study Habits and Attitudes: The Road to Academic

Success, Open Science Repository Education Online, e70081928 (2013).

Nature
1. Mendezabal, M. J. N. Study Habits and Attitudes: The Road to Academic
Success. Open Science Repository Education Online, e70081928 (2013).