The Effect of Study Habits on the Academic Performance

Similar to the study by (Author 2), a study by (Author 3) looked at time use and academic outcomes. Good use of time can be related to motivation, while academic outcomes can be seen as a students GPA. The study found that the number of hours studying was

It is common to think that school success is only related to IQ, however, that is not totally true because there are other factors that strongly related to students’ academic performance. According to a study published in 2011 by “The journal of school health” students who had a balance and nutritious diet regularly, scored higher on tests. In addition, an improvement of 6.8% in academic performance was observed (qtd in “Healthy vs unhealthy food”). Furthermore, Dr. Philip Alapat, medical director, states that “any prolonged sleep deprivation will affect, your mood, energy level, and ability to concentrate, focus and learn, which directly affects your academic performance.” (qtd in “Sleep deprivation”)

Study habits and techniques were non-existence for me in high school. I never did anything but look over notes or previous work. The only time I remembered studying was around the time we took our standardized testing. Looking back, I can’t recall ever learning any study skills or strategies. It may have been that school for me was easy and I had no reason to study. Or I was not challenged academically to have to study. Nonetheless, soon I would find out the difficulties of navigating college courses without effective study skills and habits. I fell behind in college early because of my inability of how to study and what to study for. Just like me, there are many more students that have never been taught effective study skills and habits

Effective study skills help a student to learn and build a sound education, but what works for one student may not work for another. A student needs to look at the different types of techniques available and see what works for them.

A causal study done by Crede and Kuncel (2016) showed that study habits have a strong relation to academic performance. Researchers used the Survey of Study Habits and Attitudes (SHSA), the Learning and Study Skills

Studying is a task that seemed to be easy for me, but the quiz revealed I have major holes in my strategy. I scored a 31 out of 50 on the study habits quiz, this revealed that many things can be improved upon. The most beneficial study habit that I can obtain is learning how to study differently for every test. I can use models to study instead of reading a textbook, using models would grab my attention and engulf me into the content I am trying to learn. Receiving help from an instructor is something I rarely do. If I am struggling with a topic I need to contact my teacher instead of googling information about the subject. Using the internet to find information is dangerous because it does not always concur with the information my teacher

All of these measurements collected were deemed to be significant on all levels. Compelling positive associations amongst classroom atmospheres and study habits were noticed between trial 1 and trial 2 of the study. This suggests strong test-retest consistency for the two administrations of this study (Ning, Downing). Results also indicated that previous academic involvement significantly predicted learning experiences and study behaviors found in the first half of the study. Longitudinal construct stability can therefore be attributed to the fabrication of this research. It can be conclusively said that learning atmospheres observed during trial 1 significantly reflect the study habits seen in trial 2, that study habits observed during trial 1 significantly reflect learning atmospheres in trial 2, and that both learning atmospheres and study habits significantly reflect overall scholarly achievement (Ning,

In my writing class, I have accomplished the learning outcomes stated in the syllabus. My essays, “Discourse Community” and “Analysis of Study Habits”, both demonstrate my ability to “analyze conventions and concepts of genre within academic disciplines and outside of the university”. In addtion, my “Analysis of Study Habit” shows that my ability to “Paraphrase, summarize, and/or quote scholarly sources to engage academic audiences”. In "Discourse Community", I am able to use writing to analyze the community that I belong to in real life. I analyze the work that my commmunity produce and the six aspects that define a discourse community. Though this project, I am able discover many aspects of my programming group that I have never considered.

The Learning and Study Strategies Inventory, Second Edition (LASSI-2; Weinstein, Palmer, & Schulte, 2002) is a self-report measure of high school and college students’ study skills and learning strategies. The college version of the LASSI-2 consists of 80 items that are answered on a 5-point scale (1 = not at all like me, 5 = very much like me). The LASSI-2 is composed of 10 subscales related to strategic learning (e.g., time management, motivation, concentration, information processing). Previous research has shown that the 10 subscales can be divided into three overarching factors (i.e., Affective Strategies, Goal Strategies, Comprehension Monitoring Strategies) that are each associated with academic performance (Cano, 2006), and these three composite scales were used to measure study skills and learning strategies in the present study. The Affective Strategies domain assesses attitudes toward school success (e.g., “I only study the subjects I like”), time management (e.g., “I end up ‘cramming’ for every test”), concentration on school-related tasks (e.g., “Because I don’t listen carefully, I don’t understand some course material”), and motivation for performing school-related tasks (e.g., “When work is difficult, I either give up or study only the easy parts”). The Goal Strategies domain assesses the degree to which students have anxiety about their schoolwork and academic performance (e.g., “Even when I am well prepared for a test, I feel very anxious”),

Ardent motivation, spirit, and faith will be emphasizing with this very challenging life being a student. The impact of being a working student to the academic performance are dual, 1st, it depends always on the motivation and behavior of the student towards to their studies. Many of them, when it comes to their school performance they are excellent, for the reason that, they use strategies and methodologies on how to study their lessons in the middle of the hectic and rush schedule. Diligent and being wise in this provocative challenges is so essential. 2nd, some of them becomes lousy when it comes to their studies because they are tired form work and the effect they will get low performance and grades.

In the article, Student Perceptions of Study Time, time management is revealed as a crucial skill for all college students; time management refers to how an individual uses their time. It is essential for students to practice using time management skills, to ensure that assignments are turned in on time (Bash & Kreiner, 2014). There are several ways to establish correct time management skills, such as limiting distractions, planning, and keeping a schedule (Chambers, 2015; Bash & Kreiner, 2014).

Our live chat session today was on time and stress management. Overall the session was really helpful in providing tools and ideas to manage both time and stress. With everyone’s situation being different, your overall message was to find what works for each one of us individually. I found the spreadsheet to be very useful and will most likely be implementing that into a Google Spreadsheet for me to take on-the-go and that will enable me to add scripting to send reminders to my phone throughout the day.

College freshmen who hold the skills of managing time should not be required to take an effective study skills course. Students with more control over their time are satisfied with their life and would be less likely to change it in anyway. Encouraging students to be happy with their lives is much more important than requiring them to take an effective study skills class that will not satisfy them. College freshmen that are satisfied with their lives are academically intelligent, have a high self performance, and GPA. The repetition of waking up early also engages conventional time management, in high school, students have the habit of waking up early to make it on time to school. Waking up early is a form of controlling time effectively

* this study is to provide awareness and better understanding of how their current study habits affected their academic performance to 1st year college students

A self-control program was formulated to increase and improve my study habits by using a timer to record hours spent studying each day. I used a positive reinforcer, money (spent on shopping), as a reward for successfully studying a maximum of 4 hours every day. My behaviour modification program was successful for the most part, however, a few implications are discussed which outline the limitations of the program in increasing my desired behaviour of studying. Through the application of Premack’s principle of reinforcement, the consistent behaviour of studying every day for a seven day period was maintained.