INFLUENCE OF STUDY HABITS ON ACADEMIC PERFORMANCE OF THIRD YEAR

CRIMINOLOGY STUDENTS AT SOUTHWAY COLLEGE AND TECHNOLOGY

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents ideas, concepts and studies that have bearing with the present study. It is divided into

two parts, the conceptual literature and the research literature.

2.1 Conceptual Literature

Many studies had been done by researches about their students’ performance. It is not easy to understand

those factors without studying how students exist and live. There is a range of factors that affect on the quality of

performance of students (Waters & Marzano, 2006).

2.1.1 Social Learning Theory (SLT):Bandura (1986) proposed the Social Learning Theory (SLT), which

emphasizes observational learning, self-efficacy, and self-regulation in shaping human behavior. SLT suggests that

individuals learn by observing others and are more likely to model behavior they identify with. Self-efficacy,

developed through observation and experience, influences learning outcomes, including academic performance.

2.1.2 Control-Value Theory of Achievement Emotions (Pekrun, 2006): Control-Value Theory posits that

achievement emotions, such as enjoyment, anxiety, and boredom, influence academic motivation and performance.

Effective study habits can impact students' emotional experiences during learning, thereby affecting their

engagement and achievement. For example, active learning strategies may increase enjoyment and decrease

anxiety, leading to improved academic performance.

2.1.3 Self-Determination Theory and Academic Performance: Self-Determination Theory (SDT) posits that

intrinsic motivation, autonomy, and competence are essential for fostering optimal human functioning and well-

being (Deci & Ryan, 1985). In the context of academic performance, students who feel autonomous in their

learning, experience intrinsic motivation, and perceive themselves as competent are more likely to engage in

effective study habits and achieve higher academic success.

2.1.4 Goal Setting Theory and Academic Performance: Goal Setting Theory suggests that setting specific,

challenging, and achievable goals can enhance performance (Locke & Latham, 1990). Students who set clear

academic goals and develop action plans to achieve them are more likely to exhibit effective study habits and
experience greater academic success. Understanding the role of goal setting in academic performance can inform

interventions aimed at helping students set and attain their academic objectives.

2.2 Research Literature

Understanding the dynamics between study habits and academic performance is crucial in optimizing

learning outcomes among college students. This section presents a review of relevant research literature focusing

on the relationship between various study habits and academic achievement. Specifically, the literature examines

factors such as time management, studying techniques, test competence, test anxiety, and gender differences in

academic performance.

2.2.1 Time Management and Academic Performance: Macan et al. (1990) found a positive correlation between

effective time management strategies and academic performance among college students. Britton and Tesser

(1991) reported that students who managed their time well tended to perform better academically compared to

those with poor time management skills.

2.2.2 Studying Techniques and Academic Performance: Pashler et al. (2008) conducted a meta-analysis

highlighting the importance of effective studying techniques in enhancing comprehension, retention, and

application of knowledge. Active learning strategies were found to be particularly beneficial for academic

achievement.

2.2.3 Test Competence and Academic Performance: Kleijn et al. (1994) emphasized the significance of test

competence in academic performance, indicating that students who are better equipped to navigate course material

tend to achieve higher grades. Topman et al. (1992) similarly highlighted the importance of students' ability to

effectively handle test material for successful academic outcomes.

2.2.4 Test Anxiety and Academic Performance: Zeidner (1998) found that test anxiety negatively affects

students' cognitive functioning and performance on exams. Cassady and Johnson (2002) demonstrated a strong

inverse relationship between test anxiety and academic achievement, indicating that students with higher levels of

test anxiety tend to perform poorer academically.

2.2.5 Gender Differences in Academic Performance: Hyde (2009) noted historical gender disparities in certain

academic fields but highlighted contemporary research indicating narrowing gender gaps in academic achievement.

Horgan (1995) found that females often outperform males in terms of grades and disciplinary issues, highlighting

the complexity of gender dynamics in education.

2.2.6 Impact of Study Habits on Academic Performance: Robbins et al. (2004) demonstrated a positive

correlation between effective study habits and higher grades among college students. Rahman et al. (2017)
highlighted the importance of study habits in predicting academic achievement across various academic

disciplines.

2.2.7 Self-Determination Theory and Academic Performance: Self-Determination Theory (SDT) posits that

intrinsic motivation, autonomy, and competence are essential for fostering optimal human functioning and well-

being (Deci & Ryan, 1985). In the context of academic performance, students who feel autonomous in their

learning, experience intrinsic motivation, and perceive themselves as competent are more likely to engage in

effective study habits and achieve higher academic success.

2.2.8 Goal Setting Theory and Academic Performance: Goal Setting Theory suggests that setting specific,

challenging, and achievable goals can enhance performance (Locke & Latham, 1990). Students who set clear

academic goals and develop action plans to achieve them are more likely to exhibit effective study habits and

experience greater academic success. Understanding the role of goal setting in academic performance can inform

interventions aimed at helping students set and attain their academic objectives.

2.2.9 Metacognition and Academic Performance: Metacognition refers to the awareness and understanding of

one's own thought processes and cognitive strategies (Flavell, 1979). Research indicates that students who engage

in metacognitive strategies, such as self-monitoring, self-regulation, and reflection, tend to perform better

academically (Pintrich, 2002). By developing metacognitive skills, students can improve their study habits,

enhance learning efficiency, and achieve higher academic outcomes.

2.2.10 Learning Styles and Academic Performance: Learning styles theory suggests that individuals have

different preferences for how they learn and process information (Kolb, 1984). Understanding students' learning

styles can help educators tailor instruction and study strategies to better match students' preferences and strengths,

thereby enhancing academic performance (Felder & Silverman, 1988). By accommodating diverse learning styles,

educators can create more inclusive learning environments conducive to academic success.

2.2.11 Mindset Theory and Academic Performance: Mindset theory, proposed by Dweck (2006), distinguishes

between fixed mindset and growth mindset. Individuals with a growth mindset believe that intelligence and

abilities can be developed through effort and learning, whereas those with a fixed mindset believe that intelligence

is innate and unchangeable. Research suggests that students with a growth mindset are more likely to exhibit

adaptive study habits, embrace challenges, and persevere in the face of setbacks, leading to higher academic

performance (Dweck, 2008). Understanding the role of mindset in shaping study habits can inform interventions

aimed at fostering a growth mindset and promoting academic success among students.
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