Students and Study Habits

Introduction
Most scholarly studies indicate that productivity-enhancing routines are a lifeline for
good studying habits (Gentry, 2012). Jane Austen never oiled a squeaky hinge to her study to be
warned of people's distractions (Carmichael, 2014). William Faulkner detached the outer
doorknob and brought it with him to his study (Carmichael, 2014). Mark Twain bought a horn
for his family to blow if they needed him out of his study (Carmichael, 2014). Graham Greene
rented a secret office whose phone number and address was only known to his wife
(Carmichael, 2014). A discursive reading of these geniuses differentiated study habits reveal
one thing; they sought a routine with minimal distractions. Study habits correlate with
academic or scholastic achievement.
I divided them into two parts: primary and secondary studies on the impact of study
habits on academic or scholastic achievement. The first part was a qualitative study design that
leveraged an interview data collection method to capture the voices, values, opinions, beliefs,
and feelings of six higher education students from different countries, ages, genders,
ethnicities, family situations, and social background.
The first question I asked the respondents was how they perceived what study habits
were. Mary (Black South African, 23 years, female) posited that study habits are routines for
reading. Caleb (White Israeli, 20 years, male) went further and added that study habits are
routines for holistic learning that includes reading. Jide (Black American, 19 years, Male)
asserted that study habits are rituals one undergoes to gain an education. Melanin (White
American, 32 years, female) and David (Australian, 30 years, male) provided perhaps the most
encompassing similar definitions as the individualized and community behaviors for learning
academic material. Qui (Chinese, 25 years, female) provided examples to capture the meaning
of study habits as one person crammed for exams the night before while another prepared a
library-based revision schedule two weeks before.
After defining study habits, I asked the respondents to consider what they think impacts
their study habits and the effects thereof were on their academic performance. Mary intimated
she comes from a poor background just like David. David stated that he lived near a public
library and was able to pick up a corner to study peacefully which helped in upping his
academic performance. On the contrary, Mary's elementary schooling had only eight hours of
daylight for studying. Her study habits were mediated by a lack of resources such as power.
Thus, unlike David who could plan a library-based revision schedule, Mary utilized short after
classes tuition and group work scoring averagely in her academics. Now in tertiary education,
Mary enjoys better resource-assisted study habits such as access to libraries. Melanin's study
habit was in stark contrast to Mary's. While Mary's social background made it easy for students
to create group work for studying, Melanin preferred to study alone. Melanin had a secluded
study room that she uses for her homework and revision after school with the assistance of a
personal tutor helping her perform better in class. Melanin was exasperated that she may never
rectify her study lateness. Melanin and Jide however added that they had a problem with
procrastination. Melanin almost always turns in her homework just in time or late while Jide
has trouble keeping to her routine. However, Jide studied early for exams helping her to excel
in class and hopes to enroll in a time management class. Qui noted that while she developed
study goals, she studied in the wrong places. Qui constantly found herself in the living room and
veered off to television watching. Her performance dipped and she did not plan on changing
her habits. Caleb's distraction was social media and his neighborhood. He lived in newly built
apartments in disputed parts of Westbank and often studying was interrupted by missile
warnings. Caleb also has a stringent worshiping regime that significantly cuts the time he has
available for studying. Nonetheless, he worked hard and gained respectable grades but
remarked that his eventful and busy life that interrupts his study habits was inevitable. All the
respondents kept a study schedule, asked for help, reviewed class notes and course material,
and took breaks except for Qui who stated she never keeps a study timetable. According to Qui,
she saw no point in a study timetable because it was superfluous. Class and exam schedules
together with homework scheduling helped her into a synchronized study routine with school
work.
I observed that the respondents were into some sort of routine for their study habits.
However, depending on their background, each respondent had individualized study habits that
affected their performances.
Causes and Impacts of Good and Bad Study Habits
A famous author Mason Carrey once intimated that it takes a solid routine to foster and
fortify mental synergies and energies that starve the mind a tyranny of moods (Currey, 2013).
After studying various publications on the habits of geniuses, Carmichael (2014) observed that
they sought minimal distractions in their workspaces. Whatever the factors, it is agreed in
academia that good study habits are critical for better academic performances (Urh & Jereb,
2014).
Various scholars have sought to aggregate and appropriate the study habits and their
impacts and account for the effects of bad and good ones. Rabia et al. (2017) specified that a
study habit is an uninterrupted time and a dedicated schedule that creates a task-oriented
routine of learning whose absentia self-limits one's scholastic or academic performance. Gentry
(2012) noted that 59% of all students entering college in the United States are unable to cope
with the rigor of graduate research due to poor study habits from their previous academic
engagements. Maiyo & Siahi's (2015) results of their study in India revealed that only 48% of
the students studied in their research have average study habits. Nearly 35% of the students
had unsatisfactory to very unsatisfactory study habits. Bajwa et al. (2011) examined the
differences in performances between students who commute distances to school by their own
means and those with a formal system. Performance from the two groups of students was
differentiated to as much as 20% in favor of students in schools with formal study support
systems.
Credé & Kuncel (2008) noted that study skills are correlated to students' cognitive
abilities. The study concluded that study habits are related to the study skill and attitudes of the
student. Some students have academic study anxiety that makes them constantly deviate from
their planned schedules. The findings are consistent with the responses that Qui provided. Qui
seemed to be constantly deviating from studying into watching television. David seems to be
skilled in selecting a non-destructive study place and established a routine. Therefore, study
skills and attitudes are critical to establishing good study habits. The absence of good studying
skills was a limiting factor in academic performances (Urh & Jereb, 2014).
Another mediator for study habits is resources. Bajwa et al. (2011) found that students
who have limited formal resources to support their study efforts had inherent inefficient or bad
study habits. For instance, the lack of transportation to school left distance students tired by
the time they arrived in school. Having expended their energy on non-essentials of studying,
such students struggle to concentrate in class and while conducting self-studies leading to low
performances academically.
Urh & Jereb (2014) observed that the gender of students was a significant factor to
study habits. The study was set in Slovenia where it was found that gender roles played a big
role in determining study habits. Generally, female students had less time to study than males.
Gentry (2012) intimated that particularly in emerging economies, female students are severely
handicapped as compared to their male counterparts. Female students have to perform
primary caregiving roles such as preparing meals before catching up to their male counterparts.
With less time allocated to studying, female students have to skim through class notes and
course material limiting their ability to perform better or develop good studying habits
(Carmichael, 2014).
Rabia et al. (2017) tested various variables that impact study habits and academic
performances of students. Stress and gender, family background and location, lateness, and
availability of a library have a significant correlation with the academic performance of
students. Late-night studies and extra school hours studying were found to be insignificant in
affecting the academic performances of students. The results to some degree suggest that a
routinized and positively curated studying regime is mandatory for students to perform
optimally and develop good study habits.
Conclusion
In conclusion, studying habits are critical individual and communal behavior that
determine the level of academic performance of individuals. From famous geniuses to students,
and to scholars, good study habits require a planned routine that is adhered to. Apart from
individual efforts, skills, and attitudes, good study habits require to be supported by proper
resources. Some good study habits that were found include time management, scheduling, goal
setting, help-seeking, and resource utilization. Some limiting factors included poor
backgrounds, lack of will, and a general lack of planning. In some areas, the gender of the
student mediated their ability to exhibit and use good study habits. However, good study habits
are the key to academic performance.